OUTLINES OF 
CHILD STUDY 

WILLIAM A. 
MSKEEVER 



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Book - tf! /Jh 



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OUTLINES OF CHILD STUDY 



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I. TRAINING THE BOY 

368 pp., 40 Illustrations. $1.50 net 

II. TRAINING THE GIRL 

342 pp.. 37 Illustrations. $1.50 net 

III. FARM BOYS AND GIRLS 

350 pp., 40 Illustrations. $1.50 net 

IV. THE INDUSTRIAL TRAIN- 

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72 pp. Illustrated. .50 ne< 

F. THE INDUSTRIAL TRAIN- 
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286 pp. Illustrated. .50 net 



OUTLINES OF CHILD 
STUDY 



A TEXT BOOK FOR PARENT-TEACHER AS- 
SOCIATIONS, MOTHERS' CLUBS, AND 
ALL KINDRED ORGANIZATIONS 



WILLIAM a; McKEEVER 

PROFESSOR OF CHILD WELFARE IN THE UNIVERSITY OF 

KANSAS. AUTHOR OF " TRAINING THE BOY," 

" TRAINING THE GIRL " " FARM 

BOYS AND GIRLS," ETC. 



THE MACMILLAN COMPANY 
1915 

All rights reterved 



L"Bi\\s 



COPTKIGHT, 1915 

Bt the macmillan company 

Set up and electrotyped. Published February, 1915. 



FEB 25 1915 



TO THE MILLIONS OF AMERICAN WOMEN 

WHO ARE DEVOTING SO MUCH TIME AND EARNEST 

SERVICE TO THE BRINGING UP OF THE NEXT 

GENERATION OF CITIZENS, THIS BOOK IS 

REVERENTLY DEDICATED 



PREFACE 

During the course of my many lecture trips throughout 
the country I have had occasion to appear before various 
organizations which were conducted for the purpose of 
child study. The interest and enthusiasm in behalf of this 
praiseworthy work has been manifest on all occasions, but 
there has appeared everywhere a serious difficulty in 
obtaining suitable programs for the meetings. The 
specific purpose of the Outlines of Child Study is to 
meet this difficulty and to offer a complete series of 
programs with topics and reference, covering every 
important phase of child life. In the preparation of the 
text I have aimed especially to serve the interests of the 
parent-teacher associations, mothers' clubs, and kindred 
organizations of this general class. 

Part I. of the book offers a general discussion of the 
plan of organization and management of the various 
child-study clubs. It is hoped that the reader will give 
particular attention to the methods and devices of- 
fered. Part II. contains the programs referred to above. 
The figures at the close of each topic designate respec- 
tively the number and the page of the reference volume. 
Part III. contains the bibliographies. It will be noticed 
that the references first given are confined chiefly to the 
volumes and pamphlets numbered 1 to 18, inclusive. 
Then, a second set of books is used in like manner. The 
third and general reference list begins with number 32. 

The necessity that each and every child-study organiza- 
tion obtain at least a few well-selected reference books 



viii Preface 

cannot well be over emphasized. The ordinary mothers* 
club may suitably begin its studies with Program 1 of this 
text, but the parent-teacher association will perhaps do 
better by taking up the work at the beginning of Chap- 
ter VII. or Chapter VIII. It will be far better to follow 
the programs in their regular order than to hurry through 
the text by picking out a few of the most attractive ones. 
Enough work is offered by the 450 topics to constitute a 
solid three-year course for the ordinary child-study society. 

For a statement of the general purpose of this volume 
the reader is referred to Chapter I. 

My wife, Edith S. McKeever, has rendered me most 
valuable assistance in the selection of the references and 
in determining the general policy of the book. 

Finally, I take this occasion to thank the press of the 
country for the most generous criticism of my other books 
on child life; and also to express my gratitude to the 
scores of friends, far and near, who have rendered minor 
assistance in the preparation of the programs. I cannot 
express a better wish than that they all experience the 
great and permanent pleasure which naturally comes to 
the one who learns to love the children and to minister 
unto their needs, 

William A. McKeever. 



TABLE OF CONTENTS 



PART ONE 

THE CHILD-STUDY ORGANIZATION 

CHAPTER PAGB 

I. The Purpose and the Promise 3 

"No Wealth but Life" . . . . . . 3 

The Most Difficult Task 4 

How to Define the Purpose . . . , . 5 

The Promise of the Future 6 

II. The Plan and its Fulfillment 8 

How to Form a Parent-Teacher Association . . 8 

A Democratic Spirit 9 

State and National Organizations .... 10 
How to Organize a Mothers' Club . . . .11 

Do Something Worth While 11 

Let the Good Deeds be Known 12 

A Club in the Church 13 

An Adjunct of the Social Club 14 

A Child- Welfare Association 15 

Magnanimity Must Prevail 16 

III. The Officers and Members 18 

United Community Effort 18 

Select Officers Carefully 19 

Many Blunders Must Occur 19 

President and Vice-President . . . ^ . 20 

Other Important Officers ...... 21 

Personnel of the Members 23 

A Committee on Membership 24 

IV. The Methods and Management 26 

Some Duties of the President 26 

Keep the Speakers in Line 28 

ix 



Table of Contents 



The General Discussion 
Two Classes of Speakers 
Keeping All Factions Interested . 
"They Love Who Humbly Serve" 

The Laboratory Idsa in Child Study 
Learn to Observe the Children . 
Watch the Little Ones at Home . 
Study the Neighborhood Children 
Visit the Playground . 
Visit the Picnic Grounds 
Attend the Kindergarten School . 
The Baby Health Station . 
Bring the Children in . 



PAGE 

29 
30 
32 
33 



PART TWO 



THE CHILD-STUDY PROGRAMS 

Preface to Part Two 

VI. The Mother and the Infant .... 

Program 1. The Sacred Calling of Motherhood 
Program 2. The Physical Status of Motherhood 
Program 3. The Mental Status of Motherhood 
Program 4. Eugenics and Sound Motherhood 
Program 5. Making Club Life Helpful to Motherhood 
Program 6. The Political Status of Motherhood . 
Program 7. The Pension System and Motherhood 
Program 8. The Childless Woman and Motherhood 
Program 9. The Prenatal Care of the Mother 
Program 10. The Birth of the Child . 
Program 11. The Nourishment of the Baby 
Program 12. Nourishment for the Bottle-fed Child 
Program 13. Weaning the Baby .... 
Program 14. The Special Organs of the Infant 
Program 15. Infantile Health and Sanitation 
Program 16. The Beginnings of Baby Habits 
Program 17. Clothing the Baby .... 
Program 18. The Baby as a Learner . 



Table of Contents xi 



CHAPTER 



PAGE 
65 

65 
66 
67 
68 
69 
70 



VII. The Pee-school Development of the Child . 
Program 19. The Home Play Problem 
Program 20. The Neighborhood Play Center 
Program 21. At the Public Playgromid 
Program 22. The Kindergarten . 
Program 23. The Montessori Method 
Program 24. Teaching the Child to Obey . 
Program 25. The First Lessons in Childhood Industry 71 
Program 26. Training Children in Good Manners and 

Politeness '^'^ 

Program 27. Children's Fights and Quarrels . . 73 
Program 28. Children's Lies and Thievery ... 74 
Program 29. Telling Stories to Children ... 75 
Program 30. Childhood's Fears and Fancies . . 76 



VIII. The Pre-adolescent Boy and Girl 

Program 31. Keeping the Children in School 
Program 32. Home and School Co-operation in Morals 
Program 33. School and Home Visitation . 
Program 34. Good Will Between the Home and the 

School 

Program 35. Problem of the Efficient School Board 
Program 36. The Home Industry of the Pupil . 
Program 37. School Credit for Home Work 
Program 38. Home Study for Pre-adolescent Children 
Program 39. Home and School Health 
Program 40. Sanitation in the Home and the School 
Program 41. The School Savings Account . 
Program 42. Teaching Children to Spend Money 
Program 43. Sweetmeats and Soft Drinks for the 

Children 

Program 44. The Deadly Evil of the Cigarette . 
Program 45. Use and Abuse of the Motion Picture 
Program 46. Dress and Democracy among the School 

Children 

Program 47. The School Luncheon 

Program 48. Home Entertainment for the Pre-adoles 

cent Pupils . 

Program 49. The School Picnic .... 
Program 50. Civic Training for the Young . 



77 
77 
78 
79 

80 
81 
82 
83 
84 
85 
86 
87 
88 

89 
90 
91 

92 
93 

94 
95 
96 



xii Table of Contents 

CHAPTEB PAGE 

Program 51. Fine Arts Training in the Home and 

School 97 

Program 52. Pre-adolescent Children and the Mys- 
teries of Life . 98 

IX. The Vacation Activities op the Young ... 99 
Program 53. Value of Vacation Employment for Chil- 
dren 99 

Program 54. The School Vacation and the Community 100 
Program 55. Financing the Summer Supervision of the 

Children 101 

Program 56. The Municipal Playground . .102 

Program 57. Equipment of the Playground . 103 

Program 58. The Playground Management . . 104 

Program 59. The Play Supervisors .... 105 

Program 60. Summer Work for Boys .... 106 

Program 61. Summer Work for Older Boys . . 107 
Program 62. Vacation Industry for Girls . . .108 



X. The Adolescent Training Problems 

Program 63. The Beginning of Adolescence 

Program 64. The Care of the Health During Early 

Youth 

Program 65. Social Psychology and the Clothes 

Problem ....... 

Program 66. Love's First Young Dreams . 
Program 67. Social Games and Pastimes for the 'Teen 

Age 

Program 68. The First Tendency Toward Mating 
Program 69. The Adolescent and the Dance Problem 
Program 70. The Adolescent and Social Purity . 
Program 71. The Boy Scouts of America . 
Program 72. The Camp Fire Girls 
Program 73. Youth and the Problem of Athletics 
Program 74. Athletic Training of the Girl . 



109 
109 

110 

111 
112 

113 
114 
115 
116 
117 
118 
119 
120 



XI. The Problems of Fatherhood 121 

Program 75. Characteristics of the Exemplary Father 122 
Program 76. The Father's Part in the Discipline of the 

Children 122 



Table of Contents xiii 

CHAPTEB PAGE 

Program 77. The Father as the Guardian of the Home 123 
Program 78. The Father and the Alcohol Problem . 124. 
Program 79. The Father and the Tobacco Problem . 125 
Program 80. The Father as a Handy Man . . .126 
Program 81. The Father as Home Provider . . 127 
Program 82. The Father as a Home Entertainer . . 128 
Program 83. The Father as a Provider for the Future 129 

130 

131 

131 
132 
133 
134 
135 
136 



Program 84. The Father as the Head of the Family 

XII. The Vocation and the Home Life .... 

Program 85. Industrial Training for the Adolescent 

Pupil 

Program 86. The School and Industrial Training 
Program 87. Vocational Guidance for Youth 
Program 88. The Business Outlook for Youth 
Program 89. Vocational Training for the Girl 
Program 90. Preparation of the Girl for Marriage 



Program 91. Preparing the Young Man for Marriage 137 
Program 92. Youth and the Saloon Question 
Program 93. Youth and the Cheap Loafing Place 
Program 94. Evils that Lure the Yoimg Girl 



XIII. The Religious Training of the Young . 
Program 95. Religion in the Home 
Program 96. The Young and Religious Good Fellow- 
ship 



138 
139 
140 

141 

141 

142 

Program 97. Religion and the Instinctive Awakening 143 
Program 98. The EflBcient Sunday School . . .144 
Program 99. The Sunday School and the Young People 145 
Program 100. The Young People's Religious Society . 146 
Program 101. The Young Men's Christian Association 147 
Program 102. The Young Women's Christian Associa- 
tion 148 

Program 103. Teaching Peace to the Young . . 149 



XIV. The Country Boy and the Country Girl 
Program 104. The Rural Mother 



Program 105. Farm Life and Character Development 151 
Program 106. The Efficient Rural School . . .152 
Program 107. Other Tasks for the Rural School . . 153 



150 
150 



xiv Table of Contents 

CHAPTER PAGE 

Program 108. The Reconstruction of the Country 

School . 154 

Program 109. The Rural School as a Center of Life . 155 
Program 110. The Country School and Rural Minded- 

ness 156 

Program 111. The Training in Rural Industry . .157 

Program 112. The Development of Rural Business . 158 



PART THREE 

THE CHILD-STUDY LITERATURE 

XV. The Preliminary Book List 161 

How to Use the References 161 

The Nucleus of a Library 162 

XVI. The Larger Book Shelf 168 

XVII. The General Field of Litebatube .... 173 



PART ONE 
THE CHILD-STUDY ORGANIZATION 



OUTLINES OF CHILD STUDY 

CHAPTER I 

THE PURPOSE AND THE PROMISE 

Introductory 

We have tried to reduce the world to order with the 
sword, and have failed. We have tried to establish the 
peace and happiness of humanity through the instrumen- 
talities of business and commerce, and have failed. We 
have tried to build up a worthy and substantial society 
through the transformation of adult sinners, and have 
failed. That is, we have not achieved the high aim set for 
these movements. And now, in this great twentieth cen- 
tury, we are all turning to the little child; first to sit at his 
feet and learn directly of the potential goodness and worth 
inherent in his nature, and second to avail ourselves of 
those instrumentalities which will serve us best in trans- 
forming the potential worth of the common child into 
actual worth and wealth of character. 

"No Wealth But Life" 

And so, with full devotion of purpose, with deep humil- 
ity of spirit, and yet with exuberance of joy in anticipation 
of the pleasures which are to reward our efforts, we set 
out on our quest to know the child and to find a way 
whereby to minister unto his natural requirements. 
Wherefore, let us choose as our watchword the significant 

3 



4 Outlines of Child Study 

maxim of Ruskin, "There is no wealth but life." Let us 
approach the object of our study as being more than a 
living, breathing automaton. Let us think of the ordinary 
normal child at all times as being a storehouse of wonderful 
possibilities of good and achievement. Let us regard him 
as being all a-quiver with life, and spontaneity; as being 
marked by ever-changing tendencies toward helpful action; 
and as being occasionally possessed of deep yearnings for 
new and self -defining experiences. 

It may be asserted with confidence that a careful, pains- 
taking study of child life will in the end richly reward the 
student. To the one who goes earnestly into the matter, 
there is perhaps no more fascinating and inspiring subject 
of inquiry than is the little child. Even literature, music, 
and the other so-called fine arts, not infrequently bring 
to their devotees periods of gloom and despondency, and 
sometimes a tendency to pessimism. But a young human 
life, with its slow unfoldment of an ever-changing per- 
sonality, with its continuous series of thrills and surprises 
for the interested on-looker — there is something about 
this situation which tends to renew one's waning spirit 
and to make him exceedingly glad he is privileged to live 
in a land of such abundant childhood and promise. 

The Most Difficult Task 

The first great step toward a full mastery of child study 
is an attitude of open-mindedness on the part of the stu- 
dent, a willingness to yield for the time being all opinions, 
prejudices, and preconceived notions relative to the sub- 
ject. This attitude of surrender, of humbleness in antici- 
pation of what is to be revealed, is a guarantee of the apt 
and ready learner. In general, the only procedure which 
may be expected to bring satisfactory results is (1) to 
deal personally with the largest possible variety of children 



The Purpose and the Promise 5 

under the largest possible variety of conditions, and (2) to 
learn from the reading of many books and the hearing of 
many discussions, how to verify and correct one's personal 
experiences with children. Before feeling ready to offer a 
final discussion of any and all phases of the subject one 
had better ask himself how fully he has covered the fore- 
going general field of inquiry. 

Finally, it may be said that the most important step 
toward a deep insight into child life is to appreciate the 
significance of experience. What a person knows, what 
he does, the way he regards the people, the world, and the 
things in it, the tasks and duties of the day — all these 
elements of anyone's personal character are traceable to 
his own past experience. This developmental meaning 
of personal experience is slow to impress itself upon the 
mind of the student of child psychology; but when once 
its point of view becomes fully recognized the way to 
success is wide open. If one could only study the full and 
complete biography of hundreds of children and trace out 
the many tiny steps by means of which each character 
has been formed, he would thus make use of a fundamental 
secret of successful child study. 

How TO Define the Purpose 

Before perfecting the organization of a child-study club 
it is very important to consider well the object to be 
attained. First, there may be a purpose of studying 
child life as a scientific course. In such a case the college 
class-room method is doubtless the most desirable one, 
with its lectures, its regular texts, and its library and 
laboratory researches. Second, the object may be that of 
seeking to know how to improve the quality of parent- 
hood. Eugenics would then become the dominant topic of 
the course. Third, the improvement of the conditions 



6 Outlines of Child Study 

affecting local child life might be the worthy ideal of the 
study club. Fourth, a combination of all the foregoing 
purposes, constituting a general survey of the entire scope 
of childhood and youth — such might be considered as a 
most praiseworthy aim of a club or society. Naturally a 
program of the last-named sort, if well carried out, will 
bring many pleasures to the individual members and 
many future blessings to the community of which they 
are a part. 

The Promise of the Future 

At last we are learning that it is more or less the business 
of all the worthy adult persons in the community to assist 
in the rearing of the next generation. One does not have 
to be a parent in order to be able to love children and to 
assist in ministering unto their needs. Indeed, some of the 
very best and wisest child trainers are not parents in the 
ordinary sense of the word and never expect to become 
such; but they are true and genuine foster parents, and 
that in relation to all the children with whom they are 
privileged to be associated. Some one has said that the 
avocation of every good citizen of the future will be that of 
assistant parent, no matter what his vocation may be. 
Each and every one will then become more conscious of 
the responsibility of making his daily conduct contributory 
to the common welfare of the young. But we shall all be 
prepared to do our part in this greatest of all the " learned " 
professions only after a long period of earnest and con- 
scientious effort. And when we do arrive at a full and 
general understanding of the inherent worth of ordinary 
human infancy, then will the glory of childhood be re- 
vealed unto us all, and that through our united and 
successful efforts to evolve out of ordinary child nature 
the strength and beauty which rightfully belongs to com- 



The Purpose and the Promise 7 

mon manhood and womanhood. Such is the great promise 
which the future holds out for us. 

Let us now consider separately some of the practicable 
forms of child- welfare organization; for example, the 
parent-teacher association, the mothers' club, the child- 
welfare association, and the child-study department of the 
literary or social club. 



CHAPTER II 

THE PLAN AND ITS FULFILLMENT 

Above we have made a brief list of the most common 
child-study clubs. Now, let us consider them somewhat 
in detail. If we are concerned about a movement which 
will contribute equally and unselfishly both to the com- 
mon welfare of the people and the mutual interests of all 
of those concerned about the children there is perhaps no 
more nearly ideal organization for this purpose than is 
the parent-teacher association. It is easily formed and 
maintained, is democratic in spirit and method, and may 
be made to render a permanent service to the entire 
community. 

How TO Form a Parent-Teacher Association 

Under ideal conditions there will be formed a parent- 
teacher association in every school community of any 
considerable size, and that as an adjunct of the local 
school. But in launching the movement as a new one it is 
usually advisable first to form one central model organiza- 
tion and later to extend the effort to other local com- 
munities. For example, in a town of twenty thousand 
people the patrons and teachers of one of the largest 
ward schools organized an association to meet at the 
school building at 3 o'clock p. m. on the second Friday of 
each month of the entire term. By vote of the meeting 
every patron and every teacher within the district were 
elected to membership. A full set of officers was selected, 
each to serve for a year, and a very simple constitution was 

8 



The Plan and its Fulfillment 9 

adopted. It was provided that there should be no dues, 
fees, or assessments since the school board was expected 
to furnish the free use of the building and the equipment. 
The announced purpose of the organization was to study 
child life in all its several phases which affected the school, 
the home and the community, and to try to render these 
and other worthy institutions mutually serviceable in 
fostering a better childhood. A full attendance and deep 
interest marked the affair from the beginning. The local 
press and all concerned helped to spread the report of its 
good and commendable work. In less than three months 
each of the other three ward school communities of the 
town had followed the example. 

A Democratic Spirit 

All good child-welfare effort is necessarily very unselfish. 
Its aim is always and forever to serve and to contribute, 
and never to seek some advantage or personal preferment. 
So, in forming the new organization, it is advisable to give 
all possible place to the exercise of altruism and mutual 
sympathy, to avoid every tendency towards its coming 
under the dominance of any particular set or group, and to 
see that the offices and the duties of the members do not 
inadvertently become factionalized. It is very necessary 
to distribute the offices carefully among all the representa- 
tive groups of the membership. Caste distinction and 
clique dominance is one of the sure signs of early decay of 
such an organization; but "Whosoever will may come," is 
a most significant motto for its growth and progress. The 
humblest as well as the haughtiest may be made to con- 
sider himself or herself a vital factor in the movement, and 
the work may be so promoted that each and all will forget 
self in their eagerness to serve. 

And then, a little careful forethought will enable the 



10 Outlines of Child Study 

officers to arrange the program so as to have represented 
thereon the widest possible variety of child-welfare talents 
and interests. There will be no necessity of rendering any 
of the members conspicuous because of their being given 
too frequently a place on the program. All will feel 
especially free to participate in the general discussions. 
The reticent must be urged and personally invited to do 
so. None need be slighted. 

State and National Organizations 

There are now in existence several national and many 
state organizations for fostering child life and child study. 
Probably all of these are praiseworthy. Some of them at 
least are very much so. But their interests must not be 
permitted to dominate the local organizations. Many 
local clubs have been weakened and split up as the result 
of a heated discussion of the matter of affiliating with the 
higher outside organization. Perhaps it is best to invite 
the members of the local club to act as individuals in the 
matter of uniting with the state or national society. If 
the higher organization asks for a local delegate to attend 
one of its meetings, then the local club should if possible 
appoint a delegate who happens to be a member of the 
society issuing the invitation. 

There is a work for the children big enough to employ 
the efforts of ail the valuable child-study organizations; 
and so we should see to it most carefully that no one of 
them be broken up or weakened by the well-intended 
efforts of another. It is only very rarely that some person 
with a selfish motive steps into the situation, and in such a 
case his or her purpose is easily detected. It is needless 
to say that the efforts of such an agent are most hurtful 
to the local organization, tending to disrupt it and to 
destroy its usefulness. Wherefore, let us have a clear 



The Plan and its Fulfillment 11 

understanding upon one point; namely, that the parent- 
teacher association should be preserved as distinctively a 
local organization, closely affiliated with the local school 
and dominated by an unselfish interest in the welfare of all 
the children of all the people of the community. 

How TO Organize a Mothers' Club 

There are many places in which it is impracticable to 
organize a parent- teacher association. • As it is a co- 
partnership movement between parents and teachers, one 
of the parties may not give willing consent. A school that 
is run on the old cut-and-dried plan does not usually want 
to be disturbed by such a modern organization. In all 
such cases the way is still open for the formation of a 
mothers' club. Two or three earnest and devoted lovers 
of the children are sufficient for making a start. The 
movement may assume either of two forms : first, a general 
club which all the mothers of the community are invited to 
join; and second, a club attached to a larger organization, 
for example, a church. The general club is perhaps easiest 
to form, especially in the smaller community, where there 
is likely to be some jealousy existing among the churches. 

By all means, let the new organization so conduct its 
affairs as to appeal sympathetically to all mothers of 
whatever social rank. Let it make a special point of its 
democracy and of the unselfishness of its members. Let 
it make a particular effort to bring in both the fine-gloved 
and the working woman. Love and good deeds in behalf 
of the children — such as must mark the successful mothers' 
club — recognize no caste. 

Do Something Worth While 

The first duty of the little club is to serve — to go at its 
task earnestly, and to get at the heart of the child. Each 



12 Outlines of Child Study 

member may wish to purchase one or more child-welfare 
books of her own and to exchange these with others who 
have such books. Each one who is appointed to a place 
on the program will resolve to come carefully prepared to 
contribute at least one vital point to the discussion. She 
will bring this helpful matter from one of two sources; 
namely, from well-tried and successful experience in deal- 
ing with her own children, or from the writings of some 
one who is an authority on the topic assigned. The 
president of the club will hold the speakers close to the 
subject of the hour and will discourage diversions and the 
expression of mere opinions. She will endeavor to give 
unity to the program and to make it stand for something 
very definite in the future practices of the mothers present. 

Let the Good Deeds be Known 

It is altogether fair and commendable so to plan that the 
doings of the little club may become the " talk of the toA?VTi." 
A careful report of the meeting should appear in the local 
press. Some enthusiastic member should hand the editor 
a brief written account ready to print. All the members 
may arrange to put into practice in a conspicuous way some 
new device for assisting their own children. For example, 
all the members may agree to secure a type of baby swing 
to hang in the doorway of the home. This helpful play- 
thing may have the "Mothers' Club brand," Or, again, 
it may be agreed that each one who has a small child is to 
install in her home a "Mothers' Club sand box" of a 
certain form and pattern. Thus many new attendants will 
be drawn to the meetings and will be induced to take 
active part in the programs. 

The spirit of the child-study organization will count for 
much toward perpetuating its existence and usefulness. 
There must be a continuous and vigilant effort to keep 



The Plan and its Fulfillment 13 

the club free from being dominated by any "set" or fac- 
tion. Just as soon as it becomes in any sense select or 
exclusive in its membership the elements of selfishness and 
decay have entered its portals. Unselfishness, devoted- 
ness to all the children, sympathy and good will for all 
who may participate, and an ardent desire to serve equally 
the interests of all mothers, and to help rear a better race — 
these are some of the altruistic motives best suited to 
make the Mothers' Club a living force in the community. 

A Club in the Church 

In some instances it will be more practicable to organize 
a Mothers' Club within the membership of one's own 
church, the general movement being too large or difficult 
an affair. In this event it will be well to follow the plan 
outlined above in all particulars except one. That is, 
there will be need of caution about giving offense to 
neighbors and others who are not members of the church 
which fosters the new organization. As certainly as the 
club succeeds, outsiders will be attracted to its meet- 
ings and many will wish to participate. An open, frank 
method of dealing with all such persons is the only com- 
mendable one. Urgent soliciting among the members of 
other churches is almost certain to breed ill-will somewhere. 
When it is remembered that service, sympathy, and 
genuine unselfishness, are the best characteristics of 
successful child-welfare work, there will be a strict avoid- 
ance of all acts which might arouse envy and ill feeling. 

Wherefore, the new and prosperous Mothers' Club, 
organized within the church, might publish some such 
announcement as the following: "This club was or- 
ganized primarily for the mutual benefit of the mothers of 

the church. All, without regard to church 

affiliations, are cordially invited to attend its meetings 



14 Outlines of Child Study 

and to take part in the open discussions. We do not 
solicit or do we exclude memberships from other churches. 
Our first concern is the welfare of the children and of the 
mothers who must deal with them. We shall be most 
happy if our efforts result indirectly in the organization 
of clubs among the members of sister churches." 

The leaders of the club will do much by way of extending 
its serviceableness if they continue to remind the members 
of the high and inspiring aims which it may suitably 
cherish: To know and to love all little children; to be 
better mothers and caretakers of our own little ones; to 
assist one another in finding a way whereby to contribute 
to the club's helpfulness; to seek out those among us who 
are indifferent or reticent and to induce them to come and 
participate in our meetings; to be prompted in all our 
club efforts by love and sympathy and the spirit of the 
Master. 

An Adjunct of the Social Club 

In some instances the child-study effort is conducted 
very successfully by a specially appointed committee of a 
club organized under a social or literary title. The author 
of this book believes that all such clubs should have 
among their aims some form of altruism — that a club 
which aims exclusively at pleasure and mere acquisition 
for its members is certain to tend toward selfishness and to 
involve many in some form of jealousy or embitterment. 
"Only by the exercise of unselfish motives is the heart 
kept free from guile." 

Therefore, in case of a social or literary club with an 
interest also in child life, it is well to have a standing 
committee prepare special programs touching the child- 
welfare problems, these to be rendered at regular in- 
tervals; say, at every third or fourth meeting of the club. 



The Plan and its Fulfillment 15 

Experience has shown beyond question that such a pro- 
gram, rightly managed, will arouse as much genuine 
interest and enthusiasm among the members as will a 
program on Shakespeare or Browning. 

A Child- Welfare Association 

It is often very desirable to organize the work in behalf 
of the children as a general community affair, with the 
twofold interest of studying child life and ministering 
concretely to the needs of the little ones. The programs 
will help to keep up the interest in the effort to promote 
such valuable institutions as playgrounds and industrial 
training classes for the young. The first important step 
in the organization of any such juvenile- welfare-league 
is to plan that it be thoroughly representative of all the 
groups of the local community which would be likely to 
care to participate. "Let us see," said a judicious or- 
ganizer, "who should be interested in this movement.''" 
And he made a list of all the worthy elements of the com- 
munity, as follows : 

1. The City Government. 

2. The Commercial Club. 

3. The Civic League. 

4. The Business Men's Association. 

5. The Women's Federation of Clubs. 

6. The Various Social and Literary Clubs of Women. 

7. The Board of Education. 

8. The City Teachers' Association. 

9. The Young Men's Christian Association. 

10. The Young Women's Christian Association. 

11. The Woman's Welfare League. 

12. The Muaisterial Union. 

13. The Catholic Church and Societies. 



16 Outlines of Child Study 

14. The Inter-Sunday School Teachers' Society. 

15. The Church Brotherhoods. 

16. The Chautauqua Association. 

17. The Playground Committee. 

18. The Police Force. 

19. The Juvenile Judge. 

20. Boy Scout Leaders. 

21. The Campfire Leaders. 

22. The Committee on Censorship of Motion Pictures 

and Theatres. 

Now, if there can be drawn from each of these groups 
one person who may be made to take an interest in the 
new movement, a central child-welfare association of 
great promise can be organized. If, say, two-thirds of 
these respond, the situation is very encouraging. The 
mayor, the president of the school board, and the directing 
officers of all the other groups will be urged to volunteer as 
delegates to the initial meeting or else to appoint some one 
of their respective bodies to attend. 

Magnanimity must Prevail 

Thus the foundation for a "whole community move- 
ment" is laid, while the probability of factionalism and 
jealousy is far removed. Tact and judicious care in the 
selection of the permanent officers must be exercised. The 
temporary chairman will keep asking, "How can we 
select our officers so as to make them a representative and 
not a factional group? Whom will this body vote for and 
support with unanimity and enthusiasm.'^" There is in 
every such audience as the one assembled here a "right 
person" for every official position. During the period of a 
few weeks the author of this volume organized thirty 
child-welfare associations and presided as temporary chair- 



The Plan and its Fulfillment 17 

man. In practically no case was there any contest in 
the election of the officers. Why.? Simply because the 
members were asked to proceed unselfishly and even 
prayerfully in the matter. Not nominations but sugges- 
tions of the names of suitable persons were at first asked 
for. Then these were gone over one by one and their 
serviceability frankly discussed until the "right person" 
was evident to all. Then, nominations were requested. 
As a result of this deliberation there was usually only one 
nomination for an office. If some one inadvertently 
offered the name of a "wrong person" this one quickly 
withdrew his own name. 

Thus the spirit of good-fellowship and good-will was 
made to give splendid impetus to the initial meeting of the 
child-study association. Everyone left it with a resolve to 
serve the new cause with might and earnestness. 



CHAPTER III 

TEE OFFICERS AND MEMBERS 

It is considered a fundamental principle of this text that 
genuine child-welfare work is extremely unselfish. Those 
who would form a little closed circle of "just ourselves" 
for the purpose of obtaining some exclusive helps and 
privileges for a supposedly select group of children — such 
will necessarily miss much of the best to be derived from 
child study. When it is once realized that we all belong to 
one great human family; that our noblest aims and pur- 
poses are spiritual and essentially one; that the highest and 
best within us cannot be actualized unless we are willing 
to act in harmony with all other sincere, earnest souls; that 
all of us possess inherent elements of strength and genius 
as well as tendencies toward weakness and depravity; that 
we are indebted for about one-half of what we are to the 
fortunate circumstances of good environment and good 
training — then, we begin to feel such a passionate interest 
in all the children of all the people that we are strongly 
impelled to study and love and minister unto any and all 
of these little ones in a spirit of devotion and reverence. 

United Community Effort 

A survey of the entire country, with reference to the 
education of the young, reveals a striking tendency toward 
community team work; that is, to regard the rearing of 
children as a responsibility resting upon the entire social 
order rather than a task set apart exclusively for parents 
and teachers. Therefore, the time seems to be actually 

18 



The Officers and Members 19 

approaching when every worthy citizen — whether he may 
happen to be a parent or not — must consider himself as 
obhgated to assist in bringing to a sound maturity the 
on-coming generation of boys and girls. 

Select Officers Carefully 

The foregoing ideals — first, of a democracy, and second, 
of a quickened community consciousness — will oflFer us 
not a little guidance in the selection of suitable officers for 
the child-welfare organization. Let us assume that we are 
organizing a parent- teacher association, as it includes the 
elements of practically all the others combined. Then, 
what person is there among the membership who embodies 
in liberal measure the qualities of mind outlined above, 
and also the ability to preside over a meeting with force 
and decisiveness. By laying aside all thought of selfishness 
and considering only the matter of fitness, there will be 
brought to mind the most suitable person for the headship 
of the new organization. 

The presiding officer contributes more than anyone else 
toward the success or the failure of this child-welfare 
movement, and in the nature of things he or she will forget 
self in his endeavor to serve the interests of all. It is 
needless to urge that the members will observe his un- 
selfish efforts and co-operate with him. 

Many Blunders must Occur 

In the work and management of the successful child- 
study society there will necessarily be made many blunders, 
but all will soon learn to be patient and indulgent of the 
well-meant errors of the officers and leaders. Gossip has 
destroyed many a good organization, yes, many a good 
child-study society, and sent its members away murmuring 



20 Outlines of Child Study 

and complaining. It is hoped that the author will not 
seem to be indulging in trivial matters when he relates his 
method of obviating the ill talk which is likely to spring up 
in a society of this kind. The method is as follows: im- 
mediately after the formation of each new organization he 
stood before the audience and holding up his hand en- 
joined silence, saying, "Do you see my uplifted hand? 
This is your solemn pledge and mine that during the 
existence of this organization, none of us shall utter a 
single word of criticism that we are not willing to express 
frankly and sympathetically before the entire member- 
ship." 

After once the spirit of good-will and sympathy has 
begun to prevail, the members are anxious to contribute 
their part to the success of the movement and they are 
most tolerant of the mistakes of those who may be taking 
part in the meeting. All are even anxious to condone the 
faults and failures of their co-workers and thus to make the 
effort a genuine heart to heart affair. 

President and Vice-President 

The president and the vice-president of the parent- 
teacher association should have practically the same 
qualifications. It should not be so, but it is actually the 
fact, that the membership at present consists chiefly of 
women. As yet only a comparatively small number of 
men have seen fit to participate in such an organization. 
Very probably, therefore, the president of the society will 
be some capable woman. Accordingly, it might seem 
advisable to select some busy father as vice-president. 
Although he may be too much absorbed with some really 
important business affairs to attend the meetings regularly, 
his election might be a means of inducing one more good 



The Officers and Members 21 

man to come out occasionally and perform a part on the 
program. 

The president will necessarily be more than a presiding 
officer. She must do much behind the scenes in an en- 
deavor to keep all actively at work in the performance of 
their several duties respecting the organization. Not 
infrequently she will have to call on the members of the 
executive committee in order to be certain that the 
program is to appear in due time and that the participants 
may be notified early of the part they are expected to take. 
Then again, she will need to remind the press agent of his 
or her peculiar duty of reporting some important phase 
of the meeting; for what gets into public print about the 
meeting is going to have a great influence on the success 
and permanence of the new movement. 

The prestige of her office will make it possible for the 
president of the association to do more than anyone else 
by way of influencing persons to come to the meetings and 
to contribute something to their success. She will main- 
tain an active interest in two classes of possible attendants ; 
namely, those who may come out occasionally and con- 
tribute some brilliant part to the success of the program, 
and those who may be very reticent about attending the 
meeting or taking any active part in the proceedings. 
Strangely enough, there are very many good and well- 
meaning persons who feel that they should have a personal 
invitation from some one in authority before becoming 
actively connected with a society of the kind we are here 
discussing. 

Other Important Officers 

The officer next in importance to the president will be 
the press agent, who may or may not be required to act as 
secretary. The duties of secretary are rather perfunctory 



22 Outlines of Child Study 

and do not relate vitally to the success of the work. But 
in case of the press agent it is different. This person should 
be one who is accustomed to writing for publication, if one 
such be available. Before selecting the press agent it 
would be a good idea to have a word of advice from the 
local editors. They are naturally in a position to know 
who is most capable of handing in good news items and 
whose "copy" requires little or no editing before it is 
printed. 

Another oflBcer of first rank importance is the librarian 
of the association. She should be selected from among 
those who are naturally fond of books. A person who is 
more or less familiar with the general field of child-welfare 
literature will be ideal for this service. As will be explained 
in the next chapter, the librarian of the association will be 
called upon to assist in finding the reading references 
necessary for those who are to have a further part in the 
program. She will also endeavor to keep informed as to the 
newest and best literature on the subject and to place 
before the society her recommendations at such times as 
they may desire to add to their small stock of books and 
pamphlets. 

The executive committee will constitute a very necessary 
group of the officers of the association. Three is an ideal 
number for this committee. But these three should in- 
clude a variety of interests and personalities. The task of 
preparing a program early, of making it definite as to the 
topics, of selecting the right person for each topic, of 
persuading reticent members to take an assignment — 
these matters require a large fund of tact and good judg- 
ment. The members of the committee will be at all times 
conscious of the danger of offending the members through 
inadvertence. They will need to keep a careful record of 
those who are called upon to participate and to extend the 



The Officers and Members 23 

invitations very impartially. There is always a tendency 
to invite the willing too often and to neglect to invite the 
unwilling participants often enough. So the members of 
the program committee might well hold before their 
minds some such questions as the following: "How can 
we be fair and just to all and at the same time produce 
the maximum of good results in the rendering of the 
program performances?" 

Personnel of the Members 

It has been urged several times above that the child- 
welfare society is in the very nature of things a democratic 
affair. Within it love and service are regarded more favor- 
ably than rank or class. Hence, the chief function of the 
organization is to serve the common needs of child life and 
to contribute something toward the better unfoldment of 
juvenile personality. All will forget self in their eagerness 
to assist in the work of the society. It may be said more- 
over, that the movement is a success in proportion as it 
draws to its ranks representatives of all the factions and 
elements of the local community. 

At a regular monthly meeting of a certain parent- 
teacher association there were a few less than four score 
persons present, nearly all women. A comely and self- 
possessed mother of middle years had just finished a 
fifteen-minute paper on the subject, "Training Young 
Girls to Take Care of Their Own Clothes." The discus- 
sion was a masterpiece in its class. The speaker had 
stated her points most clearly and had outlined a definite 
plan of procedure. All were highly pleased with what she 

had said. " Who is this Mrs. } " several members 

made inquiry. Not a few were surprised to learn that 

Mrs. was the widowed mother of four children, 

all under ten years of age and that she was earning the 



24 Outlines of Child Study 

living for her entire household solely with her own needle. 
The other parts of the program were quite as appropriate 
and to the point as this one, although there was a va- 
riety of personalities contributing. The entire procedure 
seemed so genuine and free from self-consciousness on the 
part of all who were participating. At the close of the 
meeting there were heard many words of commendation 
of the officers and others on account of the success and 
enjoyment of the affair. Surely, love and good-fellowship 
and an effective heart service in behalf of the children 
marked this occasion. 

A Committee on Membership 

It might prove very helpful to the work of the parent- 
teacher association if there should be appointed a regular 
standing committee on membership. We do not forget 
that every parent, every patron of the school, and any 
interested resident is considered as an ex officio member of 
this child-study society — that is, by vote of the initiatory 
meeting this widely inclusive and democratic membership 
was provided for. But even after this excellent beginning 
has been made there will be found in the community nu- 
merous persons who will hang back and perhaps consider 
themselves more or less unwelcome at the meetings. 
There still exist among us so many exclusive social and 
literary clubs that many people have acquired the habit 
of being on their guard for fear of intruding at a place 
where they are not welcome. This proposed parent- 
teacher association is so cosmopolitan in its membership 
that many will need to have the matter made perfectly 
clear before they respond to its claims for their attendance. 
The committee on membership will go quietly among 
these and solicit their interest and help, assuring every one 
of the service she may render the cause by her presence. 



The Officers and Members 25 

After the backward and reticent ones have been brought 
in and made to feel an interest in the affairs of the society, 
and to appreciate the cordial welcome which awaits them 
there, even then, it will not be necessary to make a second 
appeal for their attendance. 



CHAPTER IV 

METHODS AND MANAGEMENT 

It was stated above that the success or failure of the 
child-study organization will depend very largely upon the 
tact and good judgment of its officers of administration. 
We have also offered some rules of guidance for the selec- 
tion of the various officers. Now let us consider somewhat 
in detail the methods whereby the oflBcers and members 
may all contribute to the success of the movement in 
behaK of childhood. 

Some Duties of the President 

The presiding officer of the parent-teacher association 
or mothers' club will attempt to keep in mind those many 
little incidents which make or mar the progress of the 
meetings. First of all, she is in a position somewhat like 
that of toastmaster. Some one has said that every public 
speaker should be graded as follows: fifty per cent upon 
his own effort and fifty per cent upon his introduction by 
the chairman of the meeting. This statement is perhaps 
an extreme one but its suggestiveness is certainly in point 
here. The chairman must bethink himself seriously as 
to how to launch each speaker happily upon the assigned 
topic, and in doing this he may well take note of two or 
three special matters: (1) the favorable opinion of the 
audience as regards the speaker about to be called, (2) a 
very brief word of preview of the topic being announced, 
and (3) a helpful hint to the speaker relative to the phase 
of the subject which needs to be emphasized. 

26 



Methods and Management 27 

It is not enough for the chairman of the meeting to ask 
the secretary to call the first speaker with the mere 
announcement of the topic. Such a hasty introduction 
will suffice in cases where the speaker already has a 
thoroughly established reputation with the audience and 
is expected to offer something very much desired and 
welcomed. In the usual case the presiding officer must 
regard it as his serious obligation to the speaker to give 
him the happy beginning suggested above. Anything less 
than that must be set down as a demerit mark after the 
name of the chairman. 

Very few speakers are enabled to overcome the adverse 
shock of a "chilly" introduction. On a certain occasion 
the author was a member of a large audience which was 
about to be addressed by an able speaker whose reputation 
was something of a national character. The chairman 
pounded heavily on his table and in a brusque manner 
called for quiet, saying, "We are now ready to begin the 

exercises of the afternoon. Mr. P is here and will 

speak on the subject, 'School and Home Co-operation,' " 
The audience was still noisy and not at all ready to receive 
a speaker, for the psychology of the crowd had not done 
its work. Nearly three hundred persons were assembled 
there and when called to order each one was more or less 
lost in the thought of the moment or in some other idea 
equally foreign to the topic of the lecture. Vacant staring, 
whispered inquiries, questioning glances, and inattention 
still confronted the speaker when he appeared. No one 
offered any applause. The entire effort was a defeat for 
the lecturer. He struggled for place and seemed to be 
searching his wits for the right opening, which the chair- 
man had neglected to give him. Sentiment about a 
speaker is a remarkably subtle thing. It is easily manufac- 
tured and is cumulative. Some one has reported that a 



28 Outlines of Child Study 

great humorist has been known to sway his audience with 
laughter simply by reciting the alphabet. The report may 
be exaggerated but if there be any truth in it, the laughter 
was caused chiefly by the reputation of the lecturer and 
not by what he was then reciting. They who came to 
hear him were already thrilled with merriment on account 
of what they knew and read about his past efforts and in 
that case almost anything he might care to render would 
have been highly acceptable. 

In case of a program with several speakers the meeting 
will go on most satisfactorily if all the discussions con- 
tribute to the solution of different aspects of the same 
general problem. Unity of thought will then be permis- 
sible. The chairman will do well to offer a brief word of 
comment after each speaker is through, commending the 
effort and connecting it up with that of the next participant. 
Of course there is always need of caution lest the chairman 
consume more than his share of time. His remarks must be 
quick, precise, and to the point, and must not seem to be a 
matter of squandering the time set apart for the meeting. 

Keep the Speakers in Line 

A very important duty of the chairman of the parent- 
teacher meeting will be that of keeping the various speak- 
ers within the limits of their allotted time and quietly 
insisting that each confine his remarks to the topic as- 
signed. No audience will long patiently tolerate tedious, 
dull, and unimportant discussions. The members will 
simply drop away from the meeting and not return. A 
balanced schedule of topics and time allowances is impera- 
tive. In the ideal situation, about four speakers with 
fifteen minutes each is the rule. There is not so much 
necessity of calling time on the speaker at the end of his 
assigned period as there is of urging sharply that all will be 



Methods and Management 29 

expected to close their remarks after a given length of 
time. If held to the point the members of the audience 
will soon fall into these regular habits and very few will be 
guilty of violating a set of excellent self-imposed rules of 
procedure. 

But to keep each speaker upon his own topic, to remind 
him gently, but insistently that he is to confine himself 
to this topic — such a matter requires extreme tactfulness 
on the part of the chairman. Nevertheless, even at the 
expense of giving occasionally a mild offense, this rule of 
conducting the meeting must be followed. One of the best 
means of avoiding the embarrassment of prosaic discus- 
sions at the meetings is to provide carefully that all the 
participants be notified early of their topics and their 
duties respecting the program. The unprepared speaker 
is the one who naturally branches off upon one or more 
foreign topics. Let the chairman disqualify the speakers 
for committing this offense by stating clearly at the 
opening of the hour the association's policy of expecting 
the participants to come prepared, and of requiring them 
to discuss only the assigned topics. The scattering dis- 
cussion not only spoils the program of the hour but it 
tends to disarrange and weaken many future programs. 
It is especially embarrassing, in a case where all the topics 
on a general program are related, to have one person come 
forward and take all the life out of a succeeding speaker's 
topic by discussing it instead of his own. Therefore, an 
important detail will be that of furnishing beforehand to 
each person interested a complete list of the assignments. 

The General Discussion 

After each of, say, four persons has given about a 
fifteen-minute discussion of his topic and the chairman 
has consumed, all told, not to exceed fifteen minutes in 



30 Outlines of Child Study 

the various introductions and connecting talks — then, a 
general discussion of the subject of the day may be invited. 
Now is the time for opinions as well as expert suggestions 
and advice, all to continue for a quarter of an hour and 
longer if the interest does not lag. This should be every- 
body's meeting. Again, the success of the general discus- 
sion devolves chiefly upon the president. He will try to 
understand the personnel of the audience and will single 
out by name not a few persons, asking each one to dis- 
cuss briefly some matter which relates to the work of the 
meeting. Many of the best brief discussions will be ob- 
tained in this manner. The backward member, on invita- 
tion, often proves to be a ready contributor to the problem 
in hand. And then, this effort of the chairman to induce 
the maximum number of those present to contribute 
something to the program — this is one of the secrets of 
enlisting the permanent interest of many who might 
otherwise go home feeling dissatisfied with the meeting. 
"They love who are permitted to serve." The foregoing 
maxim will apply fittingly to the period of general discus- 
sion. It may be stated that those who are induced to 
participate will be more inclined than the others to come 
back, and they will go home more satisfied because of 
their having been recognized and seemingly appreciated. 

Two Glasses of Speakers 

As stated above there are only two classes of persons 
who are in an ideal position to participate in the assigned 
topic discussions at the meeting of the parent-teacher 
association. They are these: (1) the person who from 
actual experience has accumulated some considerable 
knowledge bearing upon the topic assigned, and (2) the 
person who will take the trouble to make preparation upon 
the topic of the day. The executive committee will do 



Methods and Management 31 

well to keep this matter prominently in mind in their 
selection of those who are to take part at the meeting. 
But the committee will not necessarily look for expertness 
only in high places. Not infrequently a parent in some 
very humble position has acquired through experience 
some most helpful knowledge about child life. It is a 
peculiar virtue of the program committee to seek out this 
and other forms of expertness and bring it to the meeting. 

For example, a little mother, who lives far out on the 
edge of the community is known to be very able in her 
management of her little boys. She has already succeeded 
in a marked degree with their home discipline. Her 
children are willing and cheerful and obedient in the 
performance of their assigned tasks. The art of the 
mother in training them is very apparent. Now, this 
person may have never read a line on child welfare but 
she is certainly in an ideal position for being invited to 
discuss some such topic as, "Teaching Children Obe- 
dience." Very probably, when asked to take part in a 
meeting this reticent and modest little mother will throw 
up her hands in fright and refuse almost flatly to have 
anything to do with the matter. Now, here is an occasion 
for the executive committee to render a real service to the 
organization, to the young mother, and the community at 
large. They should regard the matter of bringing such a 
contribution into the meeting as a prize worthy to be 
sought by every fair means. Coaxing, palavering, and 
other forms of "sweet adroitness" should be resorted to as 
a means of bringing this new talent into service. 

The author has known at least one program committee, 
the members of which spent a full hour in persuading a 
mother to come out to the meeting and offer a discussion, 
and they finally succeeded. The mother's objection was 
that she had nothing worth while to oflfer, that she did not 



32 Outlines of Child Study 

know how to speak in public, and the Hke. It was proved 
subsequently that the hour's pleading was more than 
paid for by the excellent discussion which the mother 
oflPered before the assembly. Unfortunately, not all 
persons appreciate the fact that eloquence consists chiefly 
in having something worth while to say and in saying it 
with force and earnestness and enthusiasm. 

Keeping all Factions Interested 

It will not be an easy task for the executive committee 
so to balance the program as to treat fairly and impartially 
all the classes and factions of the community, for they 
must deal indirectly with public sentiment and gossip. 
It should not be asserted truthfully by anyone that the 
committee are inclined to favor some special group. Such 
adverse criticism may occur because of the fact that the 
public has not been made aware of the preconceived policy 
of the committee. So, it is always well for the committee 
to take the public fully into their confidence by making all 
possible announcement of future assignments. Let it be 
explained, for example, that a certain group will be called 
upon to bring some particular contributions to the pro- 
gram, and that after this has been accomplished another 
specified group will be brought into service. 

No matter how democratic the community, the interests 
and experiences of the various members will be radically 
different from one another, and they will naturally fall 
into classes. The teachers, the mothers of nursing in- 
fants, the parents of adolescent boys, the officers of a city 
government — these represent distinct elements of a com- 
munity, and all such interests will be expected to con- 
tribute distinctive parts to the child-welfare program. 
On one occasion only parents may be asked to participate, 
at the succeeding one teachers may be called upon exclu- 



Methods and Management 33 

sively to bring up their part of a general course of dis- 
cussion. The executive committee cannot be too often 
reminded of their duty toward every individual class and 
group of the whole society, and that they are under 
obligations to make a very strenuous effort to bring all 
these into the service of the child-study organization. 

"They Love Who Humbly Serve" 

It is a tremendous task to break down long standing 
prejudices and opinions. To induce the members of a 
community to make a less frequent use of the word "my" 
and a more frequent use of the word "our" in their efforts 
toward improving child life — this is a sign of genuine 
progress toward better things for the young. It is to be 
considered a fundamental principle of this text that 
parents cannot live wholly within themselves in dealing 
with children, that each family though a unit, is vitally 
related to all the other families; that there must be real 
co-operation among parents who live side by side if they 
wish to succeed fully in the development of their children. 
The idea of service and usefulness, the helping hand spirit, 
must prevail throughout all the well-placed endeavor in 
behalf of the little ones. The work of the executive com- 
mittee in bringing the hidden elements of a local com- 
munity into active service at the meeting, will do more 
than perhaps anything else to break down prejudice and 
false opinions about the children in the homes. Many a 
one so brought in will discover for the first time that faults 
and failures as well as merits and successes are very com- 
mon among all ordinary boys and girls. Thus the way will 
be opened for love and service and co-operation in child 
training among parents who, though dwelling side by side, 
have been in the habit of regarding one another's efforts 
with more or less suspicion and unfriendliness. 



CHAPTER V 

TEE LABORATORY IDEA IN CHILD STUDY 

One of the very best possible aims of the parent- 
teacher association will be that of training its members in 
the habit of observing the conduct of children. Indeed, 
it may be said that the acquisition of such a habit on the 
part of any person marks the beginning of his intensive and 
successful study of child life. Character is evolved chiefly 
out of personal experience. To the one who is discerning 
every voluntary act which he sees another performing 
suggests a bit of personal history. We accomplish our 
various little daily tasks awkwardly or well in proportion 
as we have been trained to do them during childhood and 
youth. Chance incident, good fortune or bad fortune in 
our childhood environments, teachers who were wise or 
otherwise, parental thought and carefulness or lack of it, 
and countless other matters, all impressed themselves 
upon our nerves in peculiar ways during the period of our 
growth and tended to shape our personalities as we possess 
them to-day. 

Learn to Observe the Children 

Now, to the student of juvenile problems the children 
become a sort of psychological laboratory; for, co-related 
with their every movement is the formation of their 
inner nervous systems. And since children may be seen 
doing such a great variety of things in such a great variety 
of ways this laboratory is present everywhere, if one only 
knows how to observe and interpret juvenile conduct. 

34 



The Laboratory Idea in Child Study 35 

So, by the laboratory idea in child study, we mean just 
what has been implied above, namely, to observe children 
in their natural activities. There is more than instruction 
and interest in this sort of thing. The one who does it 
continually will soon find himself thoroughly in love with 
his task. 

At a so-called better-baby exhibit at a county fair the 
author of this text noted two classes of persons present, 
those who observed the children and those who did not. 
Some women and many men crowded by the baby station 
without paying any more attention to the little ones than 
if they had been mere blocks of wood. Others stopped to 
fondle them and to observe the childish behavior. It 
would not be fair to criticise a man who rushed through 
the crowd of babies, almost knocking some of them over 
in his eagerness to reach the swine pen where he was to 
stand for an hour admiring the animals. It would not 
be fair to censure him because of the fact that he could 
discourse entertainingly for three hours at a stretch upon 
the many marks of merit and demerit among the various 
breeds of swine, while at the same time he would not be 
able to talk intelligently for five minutes upon any im- 
portant problem relative to the children. It is chiefly 
his personal experience which has made him respond in 
this way. We have been teaching boys and young men 
all about the pigs and other animals but they have never 
had a single well-presented lesson about children, even 
though they are naturally expected at some time to assume 
the responsibilities of fatherhood. 

Yes, the best way to know pigs is to study pigs, and the 
best way to know children is to study children. It is 
apparent that those who study the swine intensively 
learn to love them. Then, do we have to argue that those 
who study children intensively will learn to love them also? 



36 Outlines of Child Study 

Watch the Little Ones at Home 

Every mother of a little child has her own home labora- 
tory. As she watches the little one she will soon become 
conscious of the fact that his plastic nervous system is 
functioning as an accompaniment of his every baby act. 
She observes him as he falls quietly to sleep at the close of 
a full meal and realizes that the nutriment has come into 
contact with the delicate nervous mechanism in the 
region of the stomach, that the blood has been drawn 
away from the brain centers. She observes him again 
as he awakens out of his sleep, makes note of the writhing, 
kicking, and crying and realizes that the little stomach is 
now empty, that the blood has partly returned to the 
cranial centers and that the nervous system is now im- 
pressed differently from what it was at the time of going to 
sleep. Now she observes the happy infant clutching with 
his tiny hands, trying to seize a bright object, attempting 
to put the little pink thumb into the little pink mouth, and 
to do a hundred and one baby acts; and she learns to 
regard all of these as the beginnings of the larger and 
more complex deeds of later childhood. 

There are three prime essentials for easy and successful 
study of child life, (1) a child to observe, (2) other little 
ones for this child to associate with, (3) an authentic book 
on child life. Given these elements and allowing time and 
persistence, and one may be reasonably expected to de- 
velop into an expert student of human nature. 

Study the Neighborhood Children 

It is most helpful and instructive to spend an hour each 
day among the children of the neighborhood, acting as a 
sort of monitor and guide for them. Here is a place for a 
rich observation of character in the making. And here 



The Laboratory Idea in Child Study 37 

many of the great deeds of the world are acted out in 
mmiature. Children naturally fall into neighborhood 
groups, somewhat after the fashion of a military camp. 
They have their captains, lieutenants, corporals, and 
privates. 

Suppose one has been appointed to appear at a coming 
meeting of the parent-teacher association and discuss 
the topic, "Neighborhood Play." An hour among the 
children each day for a week, with pencil and note book in 
hand, should enable one to prepare a most valuable paper. 
He should thus be in a position to inform many of those 
present at the meeting in regard to matters which they 
have failed to observe from their own occasional glancing 
out at the window. One who observes the neighborhood 
group of children, acting as both student and director, 
will be surprised at what he can achieve in a short time. 
Let him attempt to introduce a few simple games and to 
organize the children so that they will do team work and 
get along more harmoniously. Among other matters 
it will be discovered that children are not very inventive 
in their play, that they continue to play in awkward ways, 
and that they are most willing to follow the guidance of a 
well-informed leader. 

Visit the Playground 

It would not be a very difficult matter for the members 
of the parent-teacher association to appoint an afternoon 
for visiting the public playground and making observa- 
tions of certain activities thereon. Suppose they go with 
an inquiry somewhat like this: What proportion of the 
children are wholesomely related to the games, taking an 
active part in them, and really acquiring something 
definitely helpful? Let the observers mark the so-called 
bully and the others whose conduct is crude and in need 



38 Outlines of Child Study 

of refining. Let them take note of the children who play 
awkwardly and of those who linger along the edge and 
never get into the game. In general, let the visitors test 
the eflSciency of the playground and of the leader. To the 
careless observer the children may all seem to be having a 
happy and joyous afternoon together, but the expert will 
probably discover that the various games are being 
participated in by relatively few children, while the mass of 
them are pushed aside where they stand much of the time 
inactive. 

Visit the Picnic Grounds 

If the earnest student of child life wishes to gather many 
notes on the crude conduct of children who lack leadership, 
he may do so by visiting the little ones at an informal 
picnic. It would not be inappropriate for the members of 
the association to go in a body, each one to make his 
own observations and to bring up a brief report to be 
given at a succeeding meeting. An hour or two might 
profitably be spent in commenting upon the following 
topic: 'What I observed the children doing at the picnic." 
Many of those present will be surprised at the large 
amount of adverse criticism of the children. Crying, 
whining, teasing, begging for sweetmeats, pleading to go 
home, crude and ill-directed play — all these and other 
adverse criticism will be reported. One of the chief 
points to be gained by such reports and the accompanying 
discussions will be that of appreciating the extreme value 
of organized play and of a play director for the children. 

Attend the Kindergarten School 

It will be fortunate if the members of the association 
can have access to some well-conducted kindergarten 
school. In such a case they may go in a body and spend 



The Laboratory Idea in Child Study 39 

an hour quietly observing the little ones. Under best 
conditions the children are thoroughly accustomed to 
visitors and therefore do not suffer from self -consciousness. 
Of course, the observers will note the different degrees and 
varieties of attention on the part of the young. Some will 
be stupid and inattentive at the presentation of sound, but 
these same little ones may look with eager eyes when 
objects are placed before them. Conversely, other chil- 
dren will be "audiles," sharp and keen in their sense of 
hearing and in their attention to things heard, while they 
show a dullness of the visual attention. The observers 
must be slow to pronounce this or that child bright or 
dull, for all the little ones will be found to have their 
bright spots and their dull spots. Strangely enough, this 
same situation obtains in the life of adults. We are smart 
enough in respect to some things and at the same time 
well nigh ignoramuses in respect to others. 

One feature of the kindergarten school which the ob- 
server should especially note is the relatively high degree of 
attention and team work manifested by the children. 
There is a much higher degree of significance of the lesson 
in the consciousness of every child present than is the case 
when the lesson is merely an incidental one, such as marks 
the undirected situation. 

The Baby Health Station 

The so-called better-baby exhibit will furnish many 
excellent opportunities for the study of child life. And, 
let us urge here as we have already done many times 
hitherto, that the baby contest is a crude, undemocratic 
and unnecessary procedure at best. It renders assistance 
to the children which need it least, the highly selected 
ones, and ignores the common-place and the most needy 
ones, to say nothing about the extreme offense which 



40 Outlines of Child Study 

it naturally gives to the mothers of the last named 
classes. 

The author of this text has proved beyond question that 
no contest or prize giving is necessary in order to induce 
mothers to bring their little ones out to be scored, for 
160 babies were brought in for scoring within a period of 
four afternoons, and that in an instance where none of 
these chief allurements were held out. The physician and 
his assistants made out a score card which aimed to render 
a genuine service to the mother of every sort of child, the 
picked ones, the common ones, and all others included. 
This score card showed the physical condition of the little 
one, in accordance with a graded scale and indicated in 
writing any necessary change in the care and diet of the 
child, or any needed medication. Each mother was given 
an order for a free photograph of her baby, the picture to 
serve as a memento of the occasion. 

Now, let the members of the association visit one of 
these baby health stations and they will learn many little 
things. For example, the plumpest and best looking babies 
are not always the soundest and most promising. Hidden 
weaknesses may be found in them by the skilled expert. 
As a result of right practice one should also learn to detect 
genuineness of child health and character as against mere 
superficial beauty and high grade personal adornment. 
If the entire association cannot visit the baby station in a 
body, then some member may attend and may be called 
upon at the meeting to make a full report of her observa- 
tions. 

Bring the Children in 

On certain occasions it may be found practicable to 
have a member bring a child or two to the meeting for 
some kind of demonstration. Suppose the topic to be, 



The Laboratory Idea in Child Study 41 

"Little Lessons in Child Training." Then a little one may 
be shown for the first time, how to climb on and off a box, 
to place clothes pins in certain formations, to turn a latch, 
to tie a knot, to place the Montessori blocks in their correct 
position, and the like. Strange to say, many of those who 
are actually mothers of small children have failed to detect 
the possibilities of training mere babies to do things in 
better and more definite ways than these little ones in- 
cidentally learn to do them. 

Finally, perhaps the best that can be urged in behalf 
of the observation method of studying children is that it 
will tend to make all more noticeable of what the young 
members of the community are doing in the course of 
their daily activities, and more interested in what may be 
planned and arranged for the boys and girls in thought of 
their becoming at length transformed into ideal men and 
women. 



PART TWO 
THE CHILD-STUDY PROGRAMS 



PREFACE TO PART TWO 

In the preceding chapters we have made out in con- 
siderable detail a plan and a method whereby to make the 
meetings interesting and successful. But since so much 
depends upon the management of the program it seems 
advisable to reiterate here and to enumerate some of the 
leading rules of guidance, as follows : — 

1. Urge each speaker to confine his or her remarks 
strictly to the assigned topic. Scattering discussions do 
much towards weakening the program of the day and 
spoiling the future ones. 

2. By all means avoid calling the unprepared speaker 
to discuss one of the regular topics. Each topic represents 
an integral part of a larger and more general subject. 

3. Cultivate the thought among the members that each 
speaker should strive to make at least one vital contribu- 
tion to the program discussions. Such is the minimum of a 
creditable performance. 

4. Provide carefully that each person who is to appear 
on the program receive early notification of his assigned 
duty. Two weeks' time is little enough for successful 
preparation. 

5. Seek to assign to each regular topic one of two classes 
of experts; namely, the expert who is such because of 
definite experience, and the expert who is such because of 
definite preparation. 

6. Break the monotony of the meetings by having an 
occasional whole community rally, at which time there 
may be called an outside speaker of note. This person 

45 



46 Preface to Part Two 

with the help of some light entertainment may occupy the 
full time usually given to the regular program. 

7. Strive earnestly to secure for the use of the society 
at least the first one dozen of volumes named in the pre- 
liminary book list (Chapter XV.) and the pamphlets 
which go with them. 

8. Appoint a competent librarian to take charge of the 
books and assist those who have assigned topics in their 
preparation for the program appearances. The com- 
munity librarian may be able to handle this matter. 

9. A press agent is a prime essential for the success of 
the child-study society herein contemplated. This person 
must be some one who can write a clear and condensed 
report of the meeting and an attractive announcement of 
the future programs, all ready for the local editor to set 
into type. 

10. Unselfishness, sympathy for the children of all ages 
and conditions, and a desire to learn and to serve — these 
ideals will dominate the conduct of all the members and 
make their time of coming together an occasion of joy and 
inspiration for all. 

In the use of the references the members will note that 
the first numeral indicates the number of the volume 
(Chapters XV, XVI, XVII), and the second numeral 
represents the page of the book or the number of the 
pamphlet to which reference is made. Where practicable 
the first set of references has been confined to the pre- 
liminary book list of Chapter XV. Then follow references 
in the larger book list; and finally, references to the larger 
field of literature. 



CHAPTER VI 
TEE MOTHER AND THE INFANT 

PROGRAM 1 

THE SACRED CALLING OF MOTHERHOOD 

1. How Can Young Women be Made to Appreciate It? 
8-3; 4-275. 

2. How Can Young Men be Made to Respect It? 
5-321; 11-181. 

3. How Can Society be Made to Recognize It? 1-319; 
17, Bulletin on Mothers' Pensions. 

4. How Have Some Scriptural Writers Shown Their 
Regard for It? See Bible Concordance. 110-213; 135-1. 

Suggestions 

a. Keep strictly to the topic of the hour, with a speaker 
for each subdivision. 

6. Ask for a free-for-all discussion of topic No. 2. 

c. Note the many references at the close of the Bulletin 
on Mothers' Pensions. 

d. The one who has topic No. 4 might call on several 
others to assist in giving brief Bible reference readings. 

e. There are many other good references to be found in 
the larger book list. 

/. The Spirit of Youth and the City Streets, by Jane 
Addams (Macmillan), is a helpful reference for these 
chapters on Motherhood. 

47 



PROGRAM 2 

THE PHYSICAL STATUS OF MOTHERHOOD 

1. What Physical Qualities are most Essential for 
Child Bearing? 1-309; 6-240. 

2. Does Child Bearing Usually Improve the Health of 
the Mother? 1-304; 21-287. 

3. Does the Mother Who is Entirely Relieved of House 
Work Rear Better Children than the One Who Does it 
All? 8-31; 51-108. 

4. The Plight of the Mother who Must Work all Day 
Away from Home and Children. 32-Dependent Children 
Series No 7; Survey, V. 32, No. 17, p. 22; No. 38, p. 43. 

Suggestions 

a. Consult Adolescence, by G. Stanley Hall, and the 
magazine American Motherhood for help on No. 1. 

b. Let the one who has topic No. 2 secure the testimony 
of at least five physicians, and ten mothers and summarize 
their answers. 

c. Let the one who has topic No. 3 try to make a com- 
parative study of typical motherhood of the South and the 
North. 

d. If convenient, in preparation of the paper on topic 
No. 4, consult the files of Survey. 

e. In the general discussion ask for methods of ideal 
physical care of the mother at the time of birth of the 
child. 

/. For excellent help on No. 4 see The Delinquent 
Child and The Home, Breakinridge-Abbott. Survey 
Associates, N. Y. 

48 



PROGRAM 3 

THE MENTAL STATUS OF MOTHERHOOD 

1. How does Motherhood Change the Quality of a 
Woman's Mind and Morals? 4-199; 8-77. 

2. How Does Motherhood Change the Ordinary 
Woman's Ambition? 4-82; 11-140; 94-84. 

3. How Does Motherhood AfiFeet a Woman's Interest in 
Community Affairs? 1-290; 12-23. 

4. How Does Motherhood Influence a Woman's Inter- 
est in Business and Finance? 6-178; 8-97; 27-60. 

Suggestions 

a. All these programs assume that there will be four 
speakers or papers on each. 

b. Literature which is precisely to the point on this 
lesson is scarce. Let those who manage the program strive 
diligently to show that (1) Motherhood changes many 
so-called worldly minded young women into persons of 
sense and maternal sympathy, (2) that the ideal mother 
slowly discovers her responsibility to the community 
effort in child welfare, and that this mother also learns to 
appreciate the social and moral meaning of business. 

c. Mother and Baby, by Anne B. Newton, M. D. 
(Lathrop), will be found helpful. 



49 



PROGRAM 4 

EUGENICS AND SOUND MOTHERHOOD 

1. May the Known Facts about Race Breeding be 
Made Available to the General Public? 10-1; 28-206. 

2. The Qualities of Physique, Mind and Morals Neces- 
sary for the Mothers of a Sound Race. 6-253; 1-277; 
26-156. 

3. Unsound Qualities which Morally Forbid a Woman 
to Bear Children. 8-intro; 26-176. 

4. Measures now Coming into Use to Protect the Race 
Against a Defective Motherhood. 26-220. 

Suggestions 

a. Do not hold up excessive standards of race soundness 
and thus discourage the members. Nearly all are in- 
herently sound enough for substantial parenthood. 
Emphasize the standards of excellence attainable through 
wise effort. 

6. The "perfect baby" and the perfect adult are both, 
very mythical. We are all "long" or "short" in some 
respects. A few are defective and unfit to become parents. 

c. Inquire of the following for data on Nos. 2, 3, and 4, 
(1) American Eugenics Laboratory, Cold Spring Harbor, 
New York, (2) Training School for Defectives, Vineland, 
New Jersey. The Magazine Survey, New York City. 



50 



PROGRAM 5 

MAKING CLUB LIFE HELPFUL TO MOTHERHOOD 

1. The Helpfulness Derived from the Mother's Brief, 
Frequent Absence from Her Children. 23-47; 21-302. 

2. Ideal Club Activities for the Mother of Young 
Children. 32- Inquire; 110-216. 

3. May the Problems of Motherhood Have an Occa- 
sional Place on the Social or Literary Club Program? 
31-k; 146-248. 

4. What is the Ideal Child Study Club for Women, and 
what are Its Best Benefits? 94-190. 

Suggestions 

a. References in these topics are scarce. Write to the 
editor of the Child Welfare magazine, Philadelphia, for 
helps on No. 2; also to the editor of American Motherhood, 
Cooperstown, N. Y. 

b. Write to the American Institute of Child Life, 
Philadelphia, and to the head officers of state and local 
federation of clubs for help on No. 3. 

c. Inquire of the State or the National Congress of 
Mothers for help on No. 4. 

d. Do not be satisfied with meagre results. Address 
letters of inquiry to the extension department of the 
Universities of Kansas, Texas, Wisconsin, and Missouri 
on any or all these topics and read the replies at the club 
meeting. 



51 



PROGRAM 6 

THE POLITICAL STATUS OF MOTHERHOOD 

1. What are some Good Reasons Why Mothers Should 
Study Pohtical Affairs? 6-312; 21-207. 

2. The Political and Civic Problems Which Most 
Concern Motherhood. 6-320; 19-15. 

3. The Ballot as a Woman's Instrument for the Defense 
of Motherhood and Childhood. 146-256. 

4. Woman's Best Mode of Attack against two Direct 
Foes of Motherhood, namely the Saloon and the Brothel. 
5-180; 6-323. 

Suggestions 

a. Avoid partisan politics but do not dodge the political 
issues which concern motherhood. 

b. Note that women are less inclined toward party 
politics than men. 

c. Write the National Equal Suffrage Association, New 
York, for literature on No. 3. 

d. Write the Union Signal, Evanston, 111; the National 
Purity Federation, LaCrosse, Wis., The Scientific Temper- 
ance Federation, Boston; the Chicago School of Civics 
and Philanthropy, for data on No. 4. 

e. Call for a report of the methods worked out by the 
Chicago Vice Commission for combatting the social evil. 



62 



PROGRAM 7 

THE PENSION SYSTEM AND MOTHERHOOD 

1. What has been achieved by Way of Pensioning 
Mothers? 18-Bulletin on Mothers' Pensions; World's 
Work, V. 26, p. 272; 31-14. 

2. What are the Arguments for and against a Pension 
System for Mothers? 18- No. 31. Survey, V. 29, p. 737. 

3. A Constructive Plan for Administering the Pension 
System. Survey, V. 32, No. 1, p. 23. 

4. In What Way May Some Advantage or Reward of 
Merit be Offered to All the Mothers of Sound Children? 
26-156; 13; V. 7, p. 418. 

Suggestions 

a. Note that we penalize parenthood by making life 
harder for mothers than we do for non-mothers. 

6. As was the case with the public school at first, the 
mothers' pension idea is still under the ban of being re- 
garded as a form of charity. 

c. Does not the national income tax law place a pre- 
mium on marriage and, incidentally, parenthood? 

d. Figure the cost of orphanages and determine if 
they are less expensive than hiring foster parents to take 
care of children. 

e. See back pages of Mothers' Pensions, Russell Sage 
Foundation, for many reference readings. 



53 



PROGRAM 8 

THE CHILDLESS WOMAN AND MOTHERHOOD 

1. Jane Addams, Ida M. Tarbell, and Julia C. Lathrop 
as Mothers of the Children of the Nation. See Who's 
Who In America. 

2. The Joy and Satisfaction Derived from the Adopted 
Child. 27-321. 

3. How May One Proceed to Securing a Safe and Sound 
Child for Adoption? 31- A; Eugenics Laboratory, Cold 
Spring Harbor, N. Y. 

4. Some Ways whereby the Motherless or Unmarried 
Woman May Act as Foster Parent for the Children of the 
Community. 6-306; 27-203. 

Suggestions 

a. Bring out that part of the biographies of these three 
women which shows their service to motherhood. 

b. Let the one who has topic No. 2 attempt to obtain 
helpful facts from actual and successful foster mothers. 

c. There is something very significant in the fact that a 
mother and child who are separated during the entire 
period of childhood are not inclined to feel the normal 
close ties of kinship. 

d. There are many motherless women who feel that 
their lives are empty. Let the one who has topic No. 3 
inquire of eugenists, the keepers of orphanages, and others 
and thus obtain a positive answer to this question. 



54 



PROGRAM 9 

THE PRE-NATAL CARE OF THE MOTHER 

1. How should the Expectant Mother be Nourished and 
Clothed? 8-31. 

2. In What Way May She Best Take Her Daily Exer- 
cise? 21-3; 106-23. 

3. What Amount of Work May She Perform Without 
Danger? 15- State Board of Health; 31- c. 

4. Some Lessons in Mental Poise for the Expectant 
Mother. 6-331; 31- E; 101-75. 

Suggestions 

a. Let one of the members be assigned to visit a good 
hospital and obtain the rules followed there in relation to 
topic No. 1. 

b. The person having topic No. 2 should visit at least 
five physicians and put this question to them, sum- 
marizing their replies. 

c. A good way to prepare on No. 3 is to inquire per- 
sonally of at least six busy mothers and take notes upon 
their success-experiences relative thereto. 

d. In preparing upon topic No. 4 note that the scientists 
take little stock in the idea of birth marks and the prenatal 
influence of the mother upon the mind and morals of her 
coming child. However, prenatal poise and rhythm in- 
fluence the general health of the infant favorably. 



55 



PROGRAM 10 

THE BIRTH OF THE CHILD 

1. Some Details of Immediate Preparation. 15- Kansas 
State Board of Health; 31- c. 

2. The Important Duties of the Attending Physician. 
15- Apply to National Congress of Mothers for Bulletin. 

3. How may the Nurse Render the Greatest Possible 
Assistance? see The Home Nurse, Lowery (Forbes & 
Co., Chicago). 

Suggestions 

a. Write to your state Board of Health for helps on the 
topics above. 

b. Many mothers are still careless as to what physician 
is called to the birth side. Obtain definite information as 
to the duties of the attending physician from one who has 
a large and successful practice in this line. 

c. In answering No. 3, consult, if practicable, a trained 
baby-nurse who can give full details and who will especially 
emphasize such matters as cleanliness and sterilization. 

d. Many mothers are permanently injured during child 
birth. Find out just what injuries are likely to occur and 
precisely what the able physician does to make immediate 
and permanent repairs. 



56 



PROGRAM 11 

THE NOURISHMENT OF THE BABY 

1. Advantages and Rules of Breast Feeding, 2- 42. 

2. What is a Proper Diet for the Mother? 15- Cornell 
University Bulletin; 32- Leaflet; 135-44. 

3. Time and Frequency of Nursing the Child. 2-104. 

4. Supplementary Feeding of the Breast Fed Baby. 
31- e; see Mother and Baby, Newton (Lathrop). 

Suggestions 

a. This program will interest the club of young mothers 
most. Probably every one of them should own a copy of 
Dr. Holt's book. 

b. More infants are killed by improper food and drink 
than by any other cause. The breast-fed baby has the 
better chance to survive. 

c. Topic No. 2 is the most important in this list. But 
how vitally it is related to the physical health, the amount 
of work and exercise, the quality of mind, and the like, 
of the nursing mother. 

d. Topic No. 4 is a diflScult one upon which to secure 
reliable data, because of the very different quality of 
mother's milk and the other food. Consult a specialist, if 
at all convenient, and give the club the benefit of his 
assistance. 



57 



PROGRAM 12 

NOURISHMENT FOR THE BOTTLE-FED CHILD 

1. The Right Quantity and Quality of Milk. 2-549. 

2. A Practical and Easy Method of Sterilization. 
15- Cornell University Bulletin; 2-107. 

3. What is Pasteurized Milk and What are its Virtues? 
3-10. 

4. The Right Way to Secure Cow's Milk. 2-63. 

Suggestions 

a. One of the four papers, perhaps by a specialist, should 
make a careful analysis of the pure-food problem as it 
affects the life of the infant, showing how disease is in- 
troduced into the digestive tract through unsanitary 
feeding. 

b. The matter of proprietary foods for infants is certain 
to come up for discussion. Many experiences regarding 
their use may be related by the members. Perhaps it 
will be apparent that infant stomachs are as much unlike 
as the infant characters, and that meat for one is poison 
for the other. 

c. The point will be made that most probably there 
will be need of experimentation, in many instances, before 
the best can be found. 



58 



PROGRAM 13 

WEANING THE BABY 

1. A Balanced Ration for the Weaning Baby. 2-49; 
135-65. 

2. Preparing the Food for the Newly Weaned Child. 
2-52. 

3. Some Sources of Danger in the Infant's Dietary. 
15- Cornell Bulletin; 32- Leaflet. 

4. The Proper Regulation of the Infant's Meals. See 
Better Babies and Their Care, Anna S. Richardson 
(F. A. Stokes & Co., N. Y.). 

Suggestions 

a. Weaning time is a danger period in the life of the 
child. Therefore, attempt to secure carefully prepared 
papers on these topics. 

6. The young mothers will especially wish to know how 
to prepare quickly the simple and wholesome dietaries. 
On one occasion the writer of the paper copied her formulas 
on the black board. 

c. The teething period is a precarious age for children. 
What special means and devices are to be relied upon for 
tiding the baby over it? 

d. Negative reports, such as tell of bad and fatal condi- 
tions, are good only to stimulate effort. Clear and positive 
rules and methods will be far more serviceable. 



59 



PROGRAM 14 

THE SPECIAL ORGANS OF THE INFANT 

1. Care and Treatment of the Baby's Eyes. 2-17; 
21-190. 

2. Care and Treatment of the Baby's Ears. 2-171. 

3. Ideal Conditions of the Nose and Throat. 15- 
Miimesota State Board of Health. 

4. Proper Attention to the Genital Organs. 31- F. 

Suggestions 

a. Bulletins from the various state boards of health and 
articles from the medical journals will be the chief sources 
of literature for this study. 

6. Some one should speak with authority on the follow- 
ing points: (1) Hurtfulness of bright light to the baby's 
eyes, (2) Dangers of infection at time of birth, (3) Safe- 
guarding the eyes during time of such diseases as measles. 

c. It is now known that a large percentage of children 
are addicted to nose and throat troubles, especially ade- 
noids. Learn whether or not these may be treated during 
infancy. 

d. Find out what is done to stretch and re-adjust the 
foreskin as a substitute for circumcision. 



60 



PROGRAM 15 

INFANTILE HEALTH AND SANITATION 

1. How About Giving Medicine to the Baby? 2-87. 

2. The Wholesome effects of Fresh Air and Sunlight. 
19-200; 122-32. 

3. How to Give Baby a Bath. See Mother and Baby, 
Newton (Lathrop, Lee & Shepard Co., N. Y.). 

4. Why Should Thumb Sucking and False Nipples be 
Avoided .5^ Inquire of State Board of Health. 

Suggestions 

a. In making preparation of a paper upon No. 1, let the 
appointed member write to the Bureau of Chemistry for 
some valuable pamphlets on the subject of poisonous 
drugs and patent medicines. Bring up the matter of the 
many advertisements of such hurtful drugs, giving names 
and actual illustrations when possible. 

h. It is said that not one person in five ever learns during 
his life time to make the best use of the bath as an agency 
of health. Appeal to the medical authorities for help on 
this subject. 

c. From the literature cited frequently above, and from 
other sources, make a schedule of hours for sleep, and 
exercise for infants of various ages. 



61 



PROGRAM 16 

THE BEGINNINGS OF BABY HABITS 

1. How to Regulate the Infant's Eating and Sleeping. 
10-14; 5-154; 95-13. 

2. How Much Fondhng and Handling will an Infant 
Endure? 21- 16; 31- e. 

3. How Much Crying and Laughing is good for Baby's 
Health? 2-160. 

4. How to Prevent Nervous Shocks and Fears. 10-32; 
54-169. 

Suggestions 

a. Dr. Woods Hutchinson does not agree with Dr. Em- 
mett Holt in saying that crying is good for the baby's 
health. But is it not possible that the infant might remain 
quiescent too much and then not employ that inner 
friction which stimulates activity and learning? 

b. The over-fondled child is likely to become either 
sickly or precocious, both of which are very undesirable. 

c. We criticise the mother who occasionally lets her 
child cry itself to sleep for the sake of discipline; but how 
about the one who, every time the little one "cheeps" the 
least mite, runs straightway to offer some form of speedy 
relief? 



62 



PROGRAM 17 

CLOTHING THE BABY 

1. Garments for Protection of the Delicate Organs. 
2-21; 138-15; 135-155. 

2. The Winter Clothing most Suitable for the Baby. 
2-23; 126-164. 

3. The Baby and its Warm Weather Wardrobe. 2-22. 

4. Outdoor wraps and Extras for the Little One. 135- 
160. 

Suggestions 

a. Make the point of adaptability of the child to the 
various conditions of both food and clothing. It seems to 
be a fact that some mere infants slowly become inured to 
the use of heavy adult food and scant clothing. Or, are 
these merely examples of the physically fittest to survive? 

b. Probably more children suffer from too much cloth- 
ing than from too scant clothing. 

c. It is suggested that the program makers try to bring 
out a little research work, by having some one visit those 
mothers who are actually caring for children and inquire as 
to their methods of clothing the little ones. 



63 



PROGRAM 18 

THE BABY AS A LEARNER 

1. Assisting the Infant to use his Hands and Feet. 
3-16; 9-79. 

2. Teaching the Baby to Creep and to Walk. 3-23; 
138-34. 

3. The First Language Lessons of Infancy. 19-96; 
116-163. 

4. How to Teach "Baby Must Not do That." 20-33; 
54-82. 

Suggestions 

a. Have a member review chapter one of King's 
Psychology of Child Development. This will open the 
way to the understanding of many of the problems of 
infancy. 

6. Childhood activities awaken irregularly. One infant 
may learn to creep very early and another learn to talk 
very early. The attempts to grade the intelligence of 
babies on the basis of using the sense organs as a sign of 
acuteness, is a mere joke. 

c. Baby habits, whether good or bad, should be noticed 
in the treatment of these topics. Some children are 
regarded as dull when, as a matter of fact, they have 
scarcely ever had a single hour of instruction in anything. 
They have merely been turned loose. 



64 



CHAPTER VII 

TEE PRESCHOOL DEVELOPMENT OF THE 
CHILD 

PROGRAM 19 

THE HOME PLAY PROBLEM 

1. The Newly Discovered Meaning of Play. 5-75; 
1-73; 6-85. 

2. Some Simple Devices for Home Play. 5-77; 16- 
No. 35. 

3. How and When to Play With the Children. 4-78; 
316-39. 

4. Play as an Introduction to Juvenile Industry. 1-114; 
11-129; 16-39; 9-159. 

Suggestions 

a. Keep the four members participating strictly to their 
topics, and urge that something vital be contributed in 
each case. Reread Chapter IV. of this text. 

b. The speaker on topic No. 2 may make some careful 
inquiries among those who have helpful devices, and re- 
port accordingly. 

c. Someone has said that a person is not fit to work with 
children unless he knows how to play with them. How 
can the busy parent keep up this fine art of play? 

d. Is there really much difference between the play of 
the child and the industry which he loves to perform? 

e. The Magazine Playground is a standard authority 
and help in this work. 

65 



PROGRAM 20 

THE NEIGHBORHOOD PLAT CENTER 

1. Establishment and Equipment of a Neighborhood 
Play Center. 6-87; 16- No. 118. 

2. What Children Should be Admitted to the Group 
and Why? 5-93; 138-95. 

3. How may we Safeguard the Morals of the Neighbor- 
hood Group? 11-59; 16- No. 102. 

4. How may we Inculcate Team Work and Social 
Justice Among Them? 16- No. 81 ; 37-50; 122-308. 

Suggestions 

a. It is diflScult to make ordinary, busy parents see the 
value of co-operation in the neighborhood play of their 
children. Make this program urge that point with force 
and emphasis. 

6. In many a neighborhood group some small boy is 
singled out and picked at by the others and thus probably 
in time his delinquency is contributed to. One parent, 
who sees this situation and relieves it is a benefactor of 
high rank. 

c. Urge that the play group be made democratic. Is it 
better to drive so-called bad children away or to bring 
them into the group and save then\ by sympathetic direc- 
tion of their energies? 



66 



PROGRAM 21 

AT THE PUBLIC PLAYGROUND 

1. Under What Conditions is the Child Safe There? 
16- No. 81. 

2. Plans for Conducting the Child to and from the 
Playground. 16- Bulletin. 

3. May the Mothers assist as voluntary Leaders of the 
Children? 16- No. 113; 54-231. 

4. Playground Apparatus Necessary and Helpful for 
Pre-Adolescent Children. 16- No. 43; 37-42. 

Suggestions 

a. The watchword of this program should be "Super- 
vised play is a part of the necessary schooling of every 
child." If the members can be made to accept this maxim 
and act on it in good faith, the meeting may be regarded 
as having been a great success. 

b. In responding to topic No. 2, the member will likely 
render the best service if she has made personal inquiry 
among those who conduct their own and other children to 
the playground. 

c. Parents are slow to appreciate the value and meaning 
of the public playground, just as they once hung back in 
reference to the school and the Sunday school; but the 
play movement is slowly gaining. 



67 



PROGRAM 22 

THE KINDERGARTEN 

1. A Brief Historical Sketch of the Kindergarten. 
(See Encyclopedia). 

2. How to adopt the Kindergarten to the Child in the 
Home. 38-40; 6-93; 109-67. 

3. Is the Public Kindergarten Succeeding? How and 
Why? (Dexter, History of Education in United States, 
p. 166). 

4. A Plan for Organizing a Privately Supported Kinder- 
garten. {Kindergarten Review, Springfield, Mass.) 110; 
133. 

Suggestions 

a. The Kindergarten Review, Monthly, Manistee, Mich. ; 
The Mothers' Magazine, Elgin, 111.; and such publishers 
as Milton, Bradley Co., Springfield, Mass.; and A. Flana- 
gan Co., Chicago, 111., may be appealed to for helps on 
these topics. 

6. Conveying the children to and from the Kinder- 
garten is a diflScult problem. A good mother has met this 
difficulty by hauling the 24 little members of the school 
back and forth in her commodious automobile. 

c. For little girls, the so-called Kitchengarden is most 
helpful. J. B. Lippincott, Philadelphia, Pa., have a good 
book on the subject. 



68 



PROGRAM 23 

THE MONTESSORI METHOD 

1. A Brief Sketch of Madam Montessori and her Work. 
62-1. 

2. A Description of the Montessori Apparatus. 63-48. 

3. The Montessori Idea of Discipline. 65-86. 

4. Suggestions for Adapting this Method to the Home 
Child. 5-9; 64-171. 

Suggestions 

a. If there be an opportunity to do so have the Mon- 
tessori apparatus so that the members might see just what 
it is. 

6. The chapter in Madam Montessori's own book on 
"Discipline" is a classic. Have it carefully reviewed at 
the meeting if possible. 

c. Would it be practicable to organize a Montessori 
school or House of Childhood in every district where 
there are mothers who are bread earners? Should not 
this be a public function? 

d. Is not the substantial part of the Montessori ped- 
agogy to be found in the educational philosophy of Froebel 
and John Dewey? 



PROGRAM 24 

TEACHING THE CHILD TO OBEY 

1. When and How do the First Lessons in Obedience 
Begin? 5-6; 3-71. 

2. The Fault of Too Many Parental Orders, and the 
Remedy. 1-333; 23-15. 

3. How to Punish a Child of the Pre-School Age for 
Disobedience. 1-136 ; 10-44 ; 21-144. 

4. How may the Parent Become "Firm, Decisive, Yet 
Gentle and Effective" in the Exercise of Authority over 
the Child? 11-88; 19-116. 

Suggestions 

a. Some member should make the point that children 
learn to obey in the same way that they learn other les- 
sons — by slow, tedious practice. 

b. Disobedience is taught by too many parental orders. 
The child has neither time nor opportunity to learn to do 
the multitude of things requested of him by careless over- 
seers. 

c. There is little meaning and less sense in that oft 
used phrase about "breaking the will of the child." 

d. Then, is not obedience largely a matter of habit? 



70 



PROGRAM 25 

THE FIRST LESSONS IN CHILDHOOD INDUSTRY 

1. Theory of Industry as Culture. 6-65; 30-185. 

2. Some Suitable Baby Tasks for Baby Hands. 5-10; 
122-179. 

3. How to meet the Objection "The Child is More 
Trouble than it is worth." 30-68; 31- M. 

4. Some Methods and Incentives to be Used in the 
Teaching of Childhood Industry. 23-172 ; 31-H. 

Suggestions 

a. Probably many of the members will be laboring under 
the false theory that school book instruction and so-called 
higher education is a fair substitute for training in work 
and common industry. 

6. Is the old idea of an easy life of "culture and refine- 
ment" still dominating the thought of many parents as an 
ideal for their children? Is this ideal consistent with a 
genuine democracy ? 

c. Make the motto of the day " Industry for the sake of 
the child and his character development." 



71 



PROGRAM 26 

TRAINING CHILDREN IN GOOD MANNERS AND POLITENESS 

1. Some Points on Teaching Children Table Manners. 
60-83; 54-141. 

2. What is the Place of "Company Manners" in the 
Child's Course of Instruction.? 21-133. 

3. A Reasonable Plan for Giving the Child His Part in 
the Conversation with Visitors. 5-126. 

4. Will too Much Childhood Politeness Tend to Destroy 
Spontaneity and to Remove the Helpful Effects of Trial 
and Error? 1-22; 122-1. 

Suggestions 

a. The author of this volume holds strongly to the 
theory that the training in good manners and politeness 
may go forward too rapidly and be accomplished too soon. 
Sometimes "perfect manners" on the part of a child is 
another name for lack of spontaneity. 

b. On the occasion of a call at a friend's house a mother 
brought along her three little ill-mannered boys, who 
pried into everything about the place. But they learned 
fast during the hour. Another caller brought a little one 
who was "perfectly good" and sat demurely at his 
mother's side. Take your choice, but remember, children 
learn only through activity, and much of that must be 
marked by error. 



72 



PROGRAM 27 
children's fights and quarrels 

1. Give a Reasonable or Philosophical Defense of the 
Contentions of Children of the Pre-School Age. 1-93. 

2. Some examples of how to Settle a Childhood Quarrel. 
6-274. 

3. A Plan for Obviating Trouble Between Those Whose 
Children Disagree. 8-129; 19-176. 

4. May the Contentious, Pugnacious Boy be Slowly 
Refined into a Man of Courage and Power? 25-152. 

Suggestions 

a. Children show an endless variety of so-called bad 
dispositions. These little difficulties or errors into which 
they fall are the starting points of instruction and training. 

b. It is not bad for mere children to fight and quarrel 
a little, but it is bad if those crude dispositions be not 
slowly turned toward the good. 

c. Many parents believe that only their own children 
quarrel. Suppose some member be appointed to investi- 
gate this matter and render a true report. 

d. How about the good and the great among adults? 
Did they ever quarrel or fight during childhood? 



73 



PROGRAM 28 
children's lies and thievery 

1. May the Lie be Defended as an Expression of Race 
Instinct? 1-128; 138-183. 

2. Over-imagination as a Factor in Children's Mis- 
statements. 1-57; 116-59; 118-40. 

3. How to Develop the Right Idea of Ownership in 
Young Children. 20-127; 54-246. 

4. Special Methods for Correcting both of these Racial 
Tendencies. 8-127; 27-271; 11-58. 

Suggestions 

a. Probably all children early manifest the instinct of 
deception which is a form of lying, but some are much 
more prone to this disposition than others. 

b. Generosity in judging the children of another is 
what many parents need to learn. 

c. If they report that a certain boy is the "biggest liar 
in the whole community," send a member to make a full 
list of this same boy's virtues, overlooking none. 

d. Here is a topic for some one: How a Certain Child 
Was Taught to Lie and Steal — ^A History of the Case. 



74 



PROGRAM 29 

TELLING STORIES TO CHILDREN 

1. What Class of Stories Especially Suits the Pre- 
School Child and Why? 23-76; 24-93. 

2. How to Use the Bed-Time Story Hour. 21-345; 
138-153. 

3. Can Story Telling be Successfully Combined with 
Moral Instruction? 4-236; 129-5. 

4. Some Good Literature on Stories and Story Telling. 
24-188; see books numbered, 49, 99, 108, 144. 

Suggestions 

a. A demonstration in story telling is the thing to be 
desired here. Therefore, call at least one person who is 
an adept to bring a group of children before the club and 
show how to tell a story. 

b. The bed-time story, if excitable, will reflect its nature 
in the dreams of the child, will it not? 

c. Dare-devil and wild-west stories are necessary for 
boys of a certain age. But, how can the coarse and 
brutish be kept out of these stories? 

d. "A story with a moral" — are there really very 
many such? Or, are the majority of them mostly moral 
with a little tale and less head? 



75 



PROGRAM 30 

childhood's fears and fancies 

1. When and How do Fears Arise in Child Life? 3-57; 
11-77. 

2. How, if Ever, May Fear be Made Use of as a Moral 
Incentive in Childhood? 9-43; 10-41. 

3. Some Examples of How to Teach Children to Over- 
come Fear. 6-334; 23-19. 

4. How to deal with Over-fancifulness on the Part of 
Children. 1-127; 54-169. 

Suggestions 

a. As a background for the study of fear let the mem- 
bers ask themselves what they now in adult life actually 
fear. Then, what is the origin of those fears? 

6. Fear lowers the vitality of the fearful one by impair- 
ing the circulation and the respiration. May fear become 
habitual and chronic — e. g. the fear of burglars — so that 
the health is likely to become permanently impaired? 

c. See the author's work "Psychology and Higher 
Life," Chapters XVII-XIX. (A. Flanagan Co.) for a full 
treatment of fear under the title "Social Sensitiveness." 

d. Will some member explain how auto-suggestion or 
psychotherapy may be used to overcome fear and worry? 



76 



CHAPTER VIII 
TEE PRE-ADOLESCENT BOY AND GIRL 

PROGRAM 31 

KEEPING THE CHILDREN IN SCHOOL 

1. How can Parents Promote Punctuality and Regular 
Attendance at School? 5-17. 

2. What do Regularity and Punctuality Mean to the 
Teacher and Her Work? 28-207; 19-33. 

3. What are some Reasonable Excuses for Keeping 
Children Out, and Why? 1 1-24 ; 23-106. 

4. What Penalties and Other Measures Assist the 
Teacher in Keeping up the Attendance Record? 29-123. 

Suggestions 

a. For many years there was a tendency to place the 
responsibility for all of the child's education upon the 
school. Is the pendulum now swinging too far in the 
direction of the home? 

b. Are there children who attend school irregularly be- 
cause of a false belief that they are sickly? Will some 
teacher answer the question frankly? 

c. Do some children dislike school because of the fact 
that their home is to them an easy-going loafing place? 

d. Should the children's tasks and duties at home be 
serious enough to make the school seem fairly inviting by 
comparison? 

77 



PROGRAM 32 

HOME AND SCHOOL CO-OPEBATION IN MORALS 

1. What may Each do to Safeguard Morals on the Way 
to and from School? (Discussion by one teacher and one 
parent). 5-16; 124-51. 

2. How Best to Promote Clean Morals on the School 
Ground. (Discussion by a teacher). 6-29; 4-101. 

3. Devices and Suggestions for Dealing with the Per- 
sistently Immoral School Boy. 3-134; 133-273. 

Suggestions 

a. The author has long held to the view that morality 
is not necessarily a natural trait of "good" children; but, 
like everything else it must be acquired by practice. 

6. Will the members of the club each pause long enough 
to recall the many times when they committed childish 
immoral acts? What was the final means of salvation? 

c. "Tattling" is overdone as a word in the school. As 
a result many children are taught to shield by their 
silence, the incipient misdemeanors and crimes com- 
mitted by their fellows. Many are thus taught to assist 
in the violation of the law instead of helping in the en- 
forcement. Will some member follow this argument 
through? 



78 



PROGRAM 33 

SCHOOL AND HOME VISITATION 

1. How may the Parent's Visit be Made to Help and 
not Hinder the School Work? (Parent). 

2. What is the Ideal Conduct and Management of the 
School During the Presence of Callers? (Teacher), 

3. How may the Home Visiting by the Teacher be 
Made Helpful to the School? (Discussion by one teacher 
and one parent). 

Suggestions 

a. For detailed helps on all these questions the mem- 
bers are referred to the author's Psychologic Method in 
Teaching, A. Flanagan Co. 

b. Is it fair to expect the teacher to make a good show- 
ing if she has an ungraded school and teaches many sub- 
jects? Or, if the school is overcrowded? 

c. The teacher visits a home and stays for tea. Next 
day the children from that home are exceptionally good in 
the school. Any significance in this? 

d. One of those having topic No, 3 should get the 
point of view of a visiting pastor of one or more of the 
churches. 

e. Teachers will find School and Class Management, by 
Arnold (Macmillan) helpful on such topics as those above. 



79 



PROGRAM 34 

GOOD WILL BETWEEN THE HOME AND THE SCHOOL 

1. How may the Parent Prevent Unnecessary Childish 
Criticism of the Teacher and the School? 6-30; 44-19. 

2. How may the Teacher Promote among the Pupils 
only Wholesome Gossip about the Home Life of the 
Community? 119-295. 

3. Serious DifiFerences Sometimes Arise between Parent 
and Teacher. Illustrate Correctly, How to Deal with such 
Cases. (One parent and one teacher). 13- Write the 
editor for assistance. 138-181. 

Suggestions 

a. The beginnings of a sound and unified social order 
are implied in this general subject. The speakers are 
urged to have in mind the inculcation of that form of good 
will which makes one wish for the success and comfort and 
well being of all mankind. 

b. What ill-will do you secretly harbor toward some one 
of your acquaintances? This question might help one to 
start his discussion, for this ill-will is most probably trace- 
able back to some error or wrong training during early 
life. 

Rivalry, competition, contests, and petty gossip — these 
are the sources of mental poison in children and of much 
of the ill-will of adulthood. How can they be eradicated 
from child life? 

c. An excellent reference is the Ethics of Progress, 
byC.F.Dole(Crowell). 

80 



PROGRAM 35 

PROBLEM OF THE EFFICIENT SCHOOL BOARD 

1. What is an Ideal Board of Education? 

2. Measures that will Assist in the Selection of an 
Efficient School Board. 

3. Some Specific Types of Support which the Teacher 
has a Right to Expect from the Board. 

4. Should the People, the Teacher, or the Board Initiate 
New and Progressive School Measures? 

Suggestions 

a. Ask the member who speaks on topic No. 1 to inquire 
of two or more high rank school superintendents for data. 

b. Write to the Editor of the New England Journal of 
Education, Boston, for an expert opinion on topic No. 2. 

c. Write to the editor of The School Journal, New York 
City, for expert advice on topic No. 4. 

d. Apply to at least ten teachers of various rank for 
frank and confidential statements in reference to topic 
No. 3. 

e. The School Board Journal, Milwaukee, Wis., is an- 
other authority on all of these topics. 



81 



PROGRAM 36 

THE HOME INDUSTRY OF THE PUPIL 

1. Home Industry as a Means of Character Develop- 
ment. 6-65;14-No. 3. 

2. A Plan for Assigning Helpful After-school Tasks to 
Pre-adolescent Boys. 5-21 ; 22-197. 

3. A Plan for Assigning Helpful After-school Tasks to 
Pre-adolescent Girls. 6-43; 72-53. 

4. Give a List of Suitable and Non-suitable After- 
school Occupations for Pre-adolescent Children. 14-6. 

Suggestions 

a. The managers of the program are urged to attempt 
to standardize the home tasks of children. The author 
has tried to do this in his other books and in the Home 
Training Bulletins. (Nos. 3 and 6.) There is an exact 
and well-recognized schedule for the school work and little 
or nothing of the kind for the home work. 

b. In making a program of after-school appointments 
for the child, the play problem must not be forgotten. 
Would it not be well to assign a fixed daily period for 
play? 

c. The author's two hand books. The Industrial Train- 
ing of the Boy, and The Industrial Training of the 
Girl, (Macmillan) may be used as reference helps. 



82 



PROGRAM 37 

SCHOOL CREDIT FOR HOME WORK 

1. How may it be Made to Add Dignity and Worth to 
Common Industry? 6-45. 

2. Should the Tasks be Credited by the Hour or by the 
Piece? 31-a. 

3. A Convenient Way for the Parent to Keep a Record 
of the Home Credits. 31-a. 

4. How may These Home Duties be Helpfully Con- 
nected with Home Play? 11-129. 

Suggestions 

a. The home-work credit system has not yet been 
standardized but many are slowly approaching such a 
goal. 

b. Parents will object to the credit system because 
they "do not wish to be annoyed by it." But the ques- 
tion remains. Must not the child have this training of 
home industry? If so, who is going to give it, and how? 

c. The new school system is becoming more and more 
a matter of parent and teacher co-operation, and those 
parents who refuse to meet this modern call are derelicts 
deserving to be ranked with the juvenile delinquents. 

d. Apply to your state superintendent of instruction 
for help on these topics. 



83 



PROGRAM 38 

HOME STUDY FOR PRE-ADOLESCENT CHILDREN 

1. Under What Conditions is Home Preparation of 
Lessons Allowable? 28-56. 

2. How may Teacher and Parent Co-operate in Bring- 
ing up Unlearned Lessons? 5-18; 121-170. 

3. Parents and Teachers are Often in Disagreement 
over the Home Preparation of School Lessons. How 
Obviate this? (One parent and one teacher). 19-16. 

Suggestions 

a. Home study or preparation of the lesson by pre- 
adolescents should not be a habit but rather an occasional 
important incident. 

b. It is suggested that one program speaker make a 
canvass of at least twenty representative parents to learn 
how many of these are actually following the work of their 
children in the school. 

c. How many have gone to the school with a mild re- 
buke for the teacher and come back with a feeling of self- 
reproach? 

d. Is not a personal parent-teacher meeting necessary 
before the parent can intelligently assist the small child 
over the diflScult parts of the lesson? 



84 



PROGRAM 39 

HOME AND SCHOOL HEALTH 

1. Medical Inspection as Compared with Medical Ex- 
amination of Pupils and Value of Each. 15- Minn. St. 
Bd. of Health. 

2. How may the School and the Home Co-operate in 
Keeping Down Contagious and Infectious Diseases? 
12-3; 65. 

3. A Report from the Press on the Field at Large of 
Modern Methods of Dealing with Disease in the School. 

4. How may the School Follow up the Cases of Children 
Seriously in Need of Medical Treatment? 31- Bulletin. 

Suggestions 

a. Many towns and cities now have some kind of health 
supervisor of the schools. Inquire of the state board of 
health and the state university for help on this topic. 

b. Civics and Health, by W. H. Allen (Ginn) is a stand- 
ard reference text. Laggards in Our Schools, by Dr. L. 
P. Ayers, (Survey Associates, N. Y.) is also most helpful. 

c. We are all ready to act when the health of our own 
children is imperiled, but is that soon enough? 

d. Consult the reports of the U. S. Commissioner of 
Education for valuable helps on this general subject. 



S5 



PROGRAM 40 

SANITATION IN THE HOME AND THE SCHOOL 

1. What the Best Modern School is Doing to Promote 
Sanitation. 15- Bulletin, Minn. State Board of Health. 

2. What the Ordinary Home may do to Co-operate with 
this Instruction. 38-191. 

3. Some Simple and Effective Devices for Obtaining 
Pure Food and Pure Drink. 15- Bulletin State Board of 
Health. 

4. Simple and Effective Means of Heating and Ventilat- 
ing Children's Apartments at Home. 

5. Problem of the Sanitary School Lavatory and Closet. 

Suggestions 

a. Health and the School, by Burks, (Appleton) is 
an excellent standard work covering this general subject. 
It is hoped that at least one of the program speakers may 
have access to it. 

b. If some one has a commercial article of high merit 
for heating, ventilating, or rendering the school building 
more sanitary, do not hesitate to call him. 

c. Charts, drawings, and other devices will help the 
speakers to contribute a vital part to this program. 

d. A few statistics from the government reports of 
infant mortality might prove stimulating. 



86 



PROGRAM 41 

THE SCHOOL SAVINGS ACCOUNT 

1. Aim and Purpose of the School Savings Account. 
14- No. 4. 

2. How may the Children Earn or Properly Acquire 
Their Savings? 14- No. 6. 

3. How may These Savings be Adequately Handled 
and Invested? 31- a. Bulletin. 

4. May the Amount Deposited by Each Child be Kept 
Secret as a Means of Avoiding Odious Comparisons? 

Suggestions 

a. The school savings problem has not yet been solved. 
It needs more discussion and more experimentation. 
Many feel the need of a definite and feasible plan. Of 
one thing we may be certain, namely, the child does not 
leam naturally and unaided how to earn and save money. 
Some one must teach him these matters just as carefully 
as he is taught the ordinary school subjects. Who will? 
and how? 

b. Is not the matter of making the school arithmetic 
more practical involved here? 

c. How many of the parents present have pre-adolescent 
children who keep small amounts of money in their own 
possession? 



87 



PROGRAM 42 

TEACHING CHILDREN TO SPEND MONEY 

1. Earning and Spending Money as Related to Moral 
Uprightness. 23-223. 

2. A Successful Plan for Teaching Boys to Spend Their 
Earnings Judiciously. 5-236 ; 95-1 95 . 

3. A Successful Plan for Teaching Girls to Spend Ju- 
diciously, 14- No. 7. 

4. Practical Money and Industrial Problems Which 
may be Taught in the Schools. 14- No. 2. 

Suggestions 

a. The old-fashioned school made earning, saving, and 
spending money a sort of end of education. "And he is 
now receiving a salary of so much" — this has often been 
the concluding statement about an alleged successful 
young man who finished some school or college. 

b. But is not the business capacity only one of many 
of the elements of a sound character? 

c. Some of the publishing houses now have text books 
which contain problems of a very practical nature. If 
we can only supply the growing child with arithmetic 
problems which relate to his own affairs, the subject of 
numbers will prove enticing. 



88 



PROGRAM 43 

SWEETMEATS AND SOFT DRINKS FOR THE CHILDREN 

1. The Candy Problem as Related to the Morals and 
Health of Children. 15- National Bureau of Chemistry, 
Bulletin. 

2. The Menace of the Nearby Refreshment Stand and 
How to Deal with it. 5-156. 

3. The Preparation and Use of Home-made Refresh- 
ments. 106-116; (write Home Economics Dept. of State 
College) . 

4. Report from the Press or from the Scientific Sources 
on the Problem of Pure Refreshments. Report N. E. A. 
Vol. 50. Address by Dr. Wiley. 

Suggestions 

a. Is there a right time of day to give candy to children? 

b. Do some children remain chronically stupid from an 
over-indulgence in sweetmeats.'^ 

c. Will not the moral and health interests of the children 
sometime lead us to remove the refreshment stand from 
the playground and the social center.? 

d. Call on some speaker to give recipes or a demonstra- 
tion in the preparation of wholesome home-made refresh- 
ments for children. 



89 



I 



PROGRAM 44 

THE DEADLY EVIL OF THE CIGARETTE 

1. Report from the Field at Large as to the Boy and the 
Cigarette Blight. 14- No. 1. 

2. What may the Home do to Combat this Evil? 5-163. 

3. What Effective Measures may be Exercised by the 
School.'^ 

4. The Cigarette Blight as one of the Big Problems of 
the Nation and a Plan Whereby the Entire Local Com- 
munity may Organize to Combat it. 

Suggestions 

a. The cruel and enticing cigarette advertisements — 
what is to be done about them? 

b. Apply to the National Anti-Cigarette League, 
Woman's Temple, Chicago, for literature, and for a 
formula being used to cure the cigarette habit. 

c. Some of the communities have a scheme for keeping 
the cigarette evil down and out. Co-operation will accom- 
plish much toward this evil. 

d. Clark, Yale and Columbia universities have made 
extensive investigations of the cigarette blight on the 
American youth. Appeal to them for data. 

e. The Scientific Temperance Federation, Boston, has 
much valuable information on the subject. 



90 



PROGRAM 45 

USE AND ABUSE OF THE MOTION PICTURE 

1. When and How Often should Pre-adolescent Children 
be Permitted to Attend the Motion Picture Show? 5-107. 

2. Effective Means of Using this Institution for Pur- 
pose of School Instruction. 

3. Special Moral Problems Connected with the Motion 
Picture. 

4. The Problem of Censorship and a Possible Solution 
by Licensing only Morally Responsible Persons as Man- 
agers. 

Suggestions 

a. We need no longer contend that motion picture is 
the greatest educational device of modern times. But it is 
not in the hands of educators. 

b. An endless number of good things could be said 
about the motion picture. But it is still teaching drinking, 
gambling, robbery, cigarette smoking, and a vast amount 
of sickly sentimentality. 

c. Edison has invented a school and family size picture 
machine with non-combustible films to match. How can 
these be used so as to put the commercial picture agents 
out of business? 

d. One village in Kansas — Kincaid, — with 470 people 
owns its motion picture plant, charges the usual price and 
makes the business more than pay with clean films. Why 
not others? 



91 



PROGRAM 46 

DRESS AND DEMOCRACY AMONG THE SCHOOL CHILDREN 

1. How does Inequality of Dress Affect the Work and 
Management of the School ? 6-114. 

2. How Meet the Insistent Pleadings of Pre-adolescent 
School Girls for Faddish and Unnecessary Garments? 
58-285. 

3. Home and School Instruction of the Children on the 
Care of their Clothes. 

4. Discussion of Uniform Dress for School Children. 

Suggestions 

a. The following special references are suggested: 
Handbook of Dress for Childhood, American School of 
Home Economics, Chicago; Personal Hygiene and Phys- 
ical Training for Women, Galbraith, W. B. Sanders Co., 
Philadelphia; Boys, Girls, and Manners, Florence H. Hall, 
Dana, Estes & Co., Boston. 

b. Overdressing of school girls — what shall we call it, 
ignorance or immorality? 

c. Are the cap and gown coming back into general use? 

d. Inquire of two or three city superintendents of high 
rank for suggestions on topic No. 3. 



92 



PROGRAM 47 

THE SCHOOL LUNCHEON 

1. What is a Wholesome and Satisfactory School 
Lunch? 31- a. Bulletin. 

2. How may the School Furnish Equipment and 
Supervision for the Lunch Hour? 31- Bulletin. 

3. May the School Authorities Make Inquiry as to the 
Nourishment of Certain Classes of Children and Offer 
Needed Assistance? See Report Bd. of Education, New 
York City. 

4. Report upon the Question of the Penny-a-piece 
Lunch to be Furnished by the School. 31- a. 

Suggestions 

a. Let us keep in mind the generous attitude of the 
club; namely, that we are trying to take an unselfish 
interest in all the children. As a matter of fact this open- 
mindedness will enable us to do more for our own. 

6. In many cities the domestic science department of 
the high school is preparing these cheap meals as a part of 
their laboratory work. Get into touch with one of these 
through inquiry of your own state department of education 
and report the methods used. 

c. Will some member suggest an ideal lunch for the child 
who is supplied from home, and for the one who runs 
home hurriedly at the noon hour? 



93 



PROGRAM 48 

HOME ENTERTAINMENT FOR PRE-ADOLESCENT PUPILS 

1. Ideal Plan for an Evening Hour at Home with the 
Children. 5-126; 24-45. 

2. Stories and Story-telling as Applied to Children of 
the Elementary Grades. 27-30. 

3. May Each Child in the Home be Trained to Con- 
tribute His Particular Part to the Home Entertainment? 
38-40. 

4. Sunday Play and Entertainment for the Children in 
the Home. 16-84; 23-212. 

Suggestions 

a. This general subject is a most vital one. With cheap 
and enticing picture shows within easy reach the city 
parent is hard pressed for an effective plan for keeping the 
young within bounds. 

b. It is suggested that one of the speakers visit a num- 
ber of parents who are meeting this issue and secure their 
plans and methods and report to the meeting. 

c. Children will tolerate very meager food, very ordinary 
clothing but they will not stay at home well unless the 
entertainment be satisfying. 

d. Why do so many children regard Sunday as the 
dullest day in the week? 

e. Should each child be trained in some home entertain- 
ment specialty, as music, painting, and the like? 



94 



PROGRAM 49 

THE SCHOOL PICNIC 

1. May the School Picnic be Made to Mean More than 
Mere Fun and Merriment? 5-133. 

2. An Ideal School Picnic as Planned for the Home 
Community. 6-149; 19-160. 

3. Plays and Games Suitable for the Festive Occasion. 
24-149. 

4. Looking after the Comfort and Enjoyment of the 
Parents and Other Visitors at the Picnic. 31- a. 

Suggestions 

a. The school picnic rightly managed tends to improve 
the sentiment of the school. 

6. Who is the right person to send along as chaperon? 
One high school principal went along as leader and his 
boys enjoyed the day with full and free use of the cigarette. 
Some learned to smoke on the trip. 

c. In making out a list of games avoid the "stunts" 
and contests. They are becoming obsolete. Describe 
some modern mass games instead. 

d. On a few occasions a special place at the picnic has 
been provided for the aged and infirm, where they could 
enjoy the play of the children. 



95 



PROGRAM 50 

CIVIC TRAINING FOR THE YOUNG 

1. How the Home Discipline may Teach Respect for 
the Law. 5-293; 54-55. 

2. How the School as a Whole may be Taught the 
Elements of Civic Government. 5-297. 

3. May not the So-called Tattler or Tale Bearer be an 
Assistant Keeper of the Law in the Making? 

4. The Play Period Quarrels, Infraction of the Rules, 
Punishment and the Like, as Occasions for Civic Teaching. 
119-295. 

Suggestions 

a. Can it be shown that nearly all good government 
grows out of trouble of some kind which needs correction? 

b. Civics is taught briefly and often very abstractly in 
some high schools. But the mass of the people never 
attend the high school. What are we going to do about 
this? 

c. The author's plan of enlisting the co-operation of the 
school is to invite all pupils to help with the school govern- 
ment by reporting all serious misdeeds observed by them. 
Once that method is in practice, the charm of wrong doing 
is gone and the evil doer quits for want of backing. 

d. Self-government of school pupils, if successful, al- 
ways has an adult director behind the scenes. 



96 



PROGRAM 51 

FINE ARTS TRAINING IN THE HOME AND THE SCHOOL 

1. The Home Music Course as Related to the School 
Work and Other Duties. 6-212. 

2. Possibilities as to Home Instruction in Painting and 
Drawing. 23-265. 

3. The Fine Art (e. g. Music) as a Means of Closer 
Unity and Fellowship in the Family . 4-22 ; 255 . 

4. Music and Other Fine Arts as a Part of the Busy 
School Life. (Apply to Milton Bradley Co., Springfield, 
Mass.). 

Suggestions 

a. We expect adults to have an avocation — some in- 
teresting amateur task to give diversion from the every 
day business. Then, why not provide the same thing for 
the child? Will some one defend the suggestion that each 
child in the home be trained to do some side task which 
will tend to bring out his individuality and to make him a 
more entertaining person.? 

b. There is always danger that the special training will 
make the growing character a one-sided affair. For ex- 
ample, many a girl has been permitted to let her musical 
training overshadow the general schooling. This is a 
serious fault, is it not? 

c. The author believes that rote singing should have the 
first place in every school-music program. Then, if time 
and occasion are suitable, give the drill in the reading of 
music. Is this theory correct? 

97 



PROGRAM 52 

PRE-ADOLESCENT CHILDREN AND THE MYSTERIES OF LIFE 

1. How to Meet the First Childish Inquiries about the 
Origin of Life. 5-198; 11-181; 31- h. 

2. The Sex Problem as Related to the Pre-adolescent 
School Girl. 6-158; 31- d. 

3. Counteracting the Morbid and Unclean Sex Stories 
Often Heard by the Pre-adolescent School Boy. 1-112; 
4-271. 

4. May the School Offer Disguised Sex Instruction by 
Means of Lessons on Plant and Animal Life? 9-114; 31- g. 

Suggestions 

a. We have spoiled the task of giving instruction on this 
general subject by assuming that it is a very special one. 
Why not regard it as one of the regular subjects of instruc- 
tion, to be treated in the same way as the others.? 

b. We shall never get far with our efforts to handle this 
big question until we will decide to co-operate in the solu- 
tion of its problems. 

c. Social purity is just as much a community problem as 
it is a home and school problem. If the community fails 
to do its part the other institutions will meet with serious 
obstacles. 

d. The Song of Life, by Margaret Morley, (McClurg) 
is very helpful on topic No. 4. 



98 



CHAPTER IX 
TEE VACATION ACTIVITIES OF TEE YOUNG 

PROGRAM 53 

VALUE OF VACATION EMPLOYMENT FOR CHILDREN 

1. Vacation Time as an Actual School Period. 5-25. 

2. Demoralizing Influences of the Vacation. 6-101. 

3. The Opportunity to Make Use of Spontaneity. 
31- a. 

4. A Plan for Changing the Vice of Idleness into the 
Virtue of Industry. 19-43, 103; 27-178, 303; 30-68, 81. 

Suggestions 

a. The communities are just beginning to wake up to 
the thought that school really goes right on during the 
vacation season, although the teachers are dismissed. 

b. One of the speakers should try to make a canvass of 
the typical situation where the school children are per- 
mitted to run loose during the vacation period. Bring out 
the point of the irregularity and the indefiniteness of the 
vacation conduct of the boys and girls. 

c. It is difficult for us to appreciate the fact that every 
waking hour of the lives of our children must be ac- 
counted for; that is, if we are to feel certain of right devel- 
opment of their characters. 



09 



PROGRAM 54 

THE SCHOOL VACATION AND THE COMMUNITY 

1. How to Unite All Forces for the Vacation Child 
Welfare. 5-95. 

2. Report of Community Child Welfare Work in the 
Field at Large. 31- a; 18- Bulletin. 

3. How to Make a Balanced Program for the Vacation 
Child Welfare. 23-28; 159. 

4. The Community Boasts of its Worthy Sons and 
Daughters. Is it Also Responsible for its Crooks.? 124-25. 

Suggestions 

a. Investigate the local situation and you will probably 
find a large amount of interest in the community welfare 
of the children. But who will furnish a workable plan for 
the local movement? 

b. In the very nature of things no single group of the 
local society can afford to undertake to direct the vacation 
welfare alone. In such cases the movement is certain to 
become a factional one and the best results spoiled. 

c. It would be entertaining for some member to go over 
a decade or more of the local history and make a list of 
the cheap and criminal characters which the community 
has actually produced. Who will dare to do this? 



100 



PROGRAM 55 

FINANCING THE SUMMER SUPERVISION OF THE CHILDREN 

1. Should the Local Board of Education Bear the 
Expense? 31- a. 

2. How may Necessary Funds be Raised by Voluntary 
Means? 18- Inquire. 16-81. 

3. A Plan for Raising Money by Means of the Chil- 
dren's Entertainment. Write Extension Division, Uni- 
versity of Kansas. 

4. Aid from Co-operation with the Motion Picture 
House. 16-88. 

Suggestions 

a. Make a serious effort to have reported some well 
established precedents for urging the board of education 
to finance the summer child welfare. 

b. Usually, in asking for donations for such a good work 
as this, one goes to the liberal giver. That is a mistake, 
is it not? A right appeal to the person who is not in the 
habit of contributing to any public cause will produce the 
biggest results. 

c. Has it not been generally observed that the secret of 
getting out the crowd to the children's entertainments is 
to see that all the children have a part in the program? 



101 



PROGRAM 56 

THE MUNICIPAL PLAYGROUND 

1. Physical Conditions and Location of the Ideal 
Playground. 16-69. 

2. The Playground Director as a Prime Essential. 
16-104. 

3. Means of Educating the Public in Behalf of the 
Playground. 16-113; 5-102. 

4. How to Make the Playground Attractive to the 
Children. 16-66. 

Suggestions 

a. We may expect much legislation in the near future, 
in regard to the municipal establishment of playgrounds, 
parks, and gymnasiums. 

b. The universities and the other institutions are be- 
ginning to give courses for play and recreation directors. 
The duties of the play director range with those of the best 
teachers and the remuneration is about the same. 

c. Topic 3 is a difficult and important one. Is the play 
movement new in a given community? Then, we may 
expect to find more than 50 per cent of the people either 
opposed to it or wholly indiflFerent as to its purpose. 

Appeal to the Playground and Recreation Association 
of America for assistance in responding to the 4th topic 
above. This organization will probably give the assistance 
needed for any local community. 



102 



PROGRAM 57 

EQUIPMENT OF THE PLAYGROUND 

1. The Sand Box, Swings, and Other Baby Devices for 
the Little Ones. 5-75 . 

2. The SHde, the Trolley Glide and Other Inexpensive 
Pieces for Small Boys and Girls. 6-90; 16-86. 

3. Basket Ball, Tennis Court and Other Contest Equip- 
ment for the Adolescents . 3 7-5 1 . 

4. Settees, Outdoor Hammocks, and Other Restful 
Places for the Adults. 16- Bulletin. 

Suggestions 

a. The members are urged to make free use of the 
magazine Playground, which is a compendium of help and 
suggestions on all the topics pertaining to the play move- 
ment. 

b. Let us again remember that the first essential in the 
equipment of a playground is an able leader and a happy 
crowd of children. With these the physical apparatus 
may be scant and yet the work go on very well. 

c. In climates where the summer season is warm a 
shady place for the playground is very necessary. 

d. Inexpensive home-made devices are very satisfac- 
tory. The boys who visit the playground should make 
these things with their own hands. 



103 



PROGRAM 58 

THE PLAYGROUND MANAGEMENT 

1. How may the Play Leader Teach Social Justice? 
18-125. 

2. How to Deal with the Reticent Child and the Over 
Forward Boy. 18- Rec. No. 140, 141; 5-96. 

3. Mass Plays that may Enlist both Sexes at Once. 
42-427; 18-138. 

4. Necessity of Police Authority for the Occasional 
Outlaw. 16-89; 5-294. 

Suggestions 

a. Attention is called to the School Board Journal, 
Milwaukee, Wis., which contains helpful articles on the 
general subject of this program. 

b. It is hoped that parents will soon learn to appreciate 
the necessity of allowing adolescent boys and girls to 
play together frequently in cases where there is a wise 
and an able adult leader. 

c. Some one should make a definite plan for protecting 
the playground apparatus against the crude characters 
who slip into the playground at night. 



101 



PROGRAM 59 

THE PLAY SUPERVISORS 

1. Character and Training of the Play Director for 
Boys. See The Playground, 1 Madison Ave., New York; 
American City, V. IX., p. 127. 

2. Character and Training of the Play Leader for Girls. 
6-31; 18-239. 

3. The Ideal Kindergarten for the Playground. 6-14. 

4. How may the Patrons Offer Voluntary Assistance 
m Behalf of Discipline and Better Play? 18-192. 

Suggestions 

a. For many excellent helps on rural play and recrea- 
tion and on this general topic, the members are referred 
to the magazine Rural Manhood, New York City. 

h. In the ideal case, we should have the boys' and girls' 
playgrounds adjoining each other with merely a line of 
separation, should we not? 

c. How would it do to have a "Playground Day" once 
a year and call all hands out to assist with the general 
improvement? 

d. The Division of Extension, University of Kansas, 
has some small helps on this general topic. 



105 



i 



PROGRAM 60 

SUMMER WORK FOR BOYS 

1. How it may be Related to the Playground. 5-25. 

2. Class and Group Work in Field and Garden. 14-9. 

3. Management of a Wood Working Shop for Small 
Boys. 5-29. 

4. What may the Boys Do or Make in the Interest 
of the Town.'* 14-9; Manual Training, Peoria, 111., V. 
XV., p. 263. 

Suggestions 

a. The Manual Training magazine, Peoria, 111., is 
an excellent help and text for all phases of juvenile in- 
dustry. 

b. Two things should be noted in reference to shop 
work and garden work for the young; namely, an able 
leader and each child pursuing the kind of work which 
appeals most to him. 

c. And then, if the leader be a person of the right tem- 
perament, the boys and girls will follow his leadership 
most willingly. But they must be engaged in groups. 

d. Will some member make out a list of tasks that may 
be suitably assigned to the boys of the home community.'' 



106 



PROGRAM 61 

SUMMER WORK FOR OLDER BOYS 

1. The Play Leader as Employment Agent for Boys. 
18- Rec. 142. 

2. The Play Leader as Vocational Guide for Youths. 
22-270. 

3. May the Boys Make Play Apparatus and Other 
Salable Articles.'* Extension Dept., Kansas University. 

4. A Balanced Schedule of Work, Play and Social Rec- 
reation for the 'Teen Age Boy. 5-29. 

Suggestions 

a. The magazine Vocational Education, Peoria, 111., is 
recommended as a permanent reference text. 

b. In attempting to furnish vacation leaders for boys, 
the author has experienced much difficulty in finding 
young men who were natural leaders in both play and 
industry. 

c. As yet the country at large does not well appreciate 
the extreme value of intermingling industrial tasks with 
the play occupations of the children. The reform schools 
are in advance of the general public on this subject. 

d. Two points need much emphasis here, (1) The ad- 
vantages of working the boys in groups; (2) work that is 
actually congenial to boy nature. 

e. Write the Vocational Guidance Bureau, Boston, for 
help. 



107 



PROGRAM 62 

VACATION INDUSTRY FOR GIRLS 

1. A Standard Program of Work, Play and Social Recre- 
ation for Girls. 14-3. 

2. How may Mothers be Induced to Give Their Girls 
the Right Amount of Work? 6-12. 

3. Girl Work Made Interesting through its Relation 
to Play and Outings. 6-20. 

4. Home Work for Girls, Rightly Understood, may be 
"Cultural, Refining, and Instructive as to Social Sym- 
pathy." 23-185; 14-5. 

Suggestions 

a. The members are referred to the United States Bu- 
reau of Education, which has been making a careful study 
of vacation industry, for some valuable literature. 

b. As yet, not one-fourth as much effort has been ex- 
erted in behalf of the girls of the country as has been put 
forth in behalf of the boys. We still seem to believe that 
girls will rear themselves if let alone. 

c. Definite programs for the girls of the various ages 
are few and far between. It is hoped that some member 
will add a brief chapter to this scant literature. 



108 



CHAPTER X 
TEE ADOLESCENT TRAINING PROBLEMS 

PROGRAM 63 

THE BEGINNING OF ADOLESCENCE 

1. The Significant and Organic Changes at Puberty. 
1-207; 58-24. 

2. The New Mental and Psychic Tendencies Peculiar 
to Adolescent Boys. 3-225 ; 27-151 . 

3. The New Mental and Psychic Tendencies Peculiar 
to Adolescent Girls. 9-122; 138-246. 

4. New Methods and Devices Necessary in Dealing 
with Adolescents. 3-222; 30-109. 

Suggestions 

a. It would be fortunate if the members have access 
to Dr. G. Stanley Hall's epoch-making work. Adoles- 
cence. 

b. Instability of activity and purpose mark this period. 
It is hard to define the adolescent boy or girl because of 
the fact that he is likely to be something very different by 
the time you get him defined. 

c. In order to understand this general problem easily, 
one will be under the necessity of making a careful study 
of the organic changes which characterize the age of pu- 
berty. 

109 



PROGRAM 64 

THE CARE OF THE HEALTH DURING EARLY YOUTH 

1. Food and Clothing as Related to the Rapidly Grow- 
ing Adolescent Boy. 11-213. 

2. Amount of Work, Rest and Sleep Necessary for His 
Normal Development. 23-171; 38-69. 

3. Food and Clothing as Related to the Adolescent 
Girl. 6-114; 43-62. 

4. Amount of Work, Rest, and Sleep Necessary for 
Her Normal Development. 1-310; 58-158. 

Suggestions 

a. The tide of physical life usually runs high at this 
age. Some one has said, "The youth is easy to feed and 
hard to clothe." 

h. Again let us call for detailed programs and methods 
of dealing with the young men. Topics No. 2 and 3 are 
especially in need of precise treatment. 

c. Is it true that the adolescent requires relatively 
more sleep than the child four or five years younger.'' 

d. Making the Best of Our Children, by Mary Wood- 
Allen (McClurg) will be found helpful here. 



110 



PROGRAM 65 

SOCIAL PSYCHOLOGY AND THE CLOTHES PROBLEM 

1. The Sixteen-year-old Youth: Keeping His Clothes 
Within the Limits of Reasonable Expense and Democ- 
racy. 5-236. 

2. The Fifteen-year-old Girl: Keeping Her Clothes 
Within the Reasonable Limits of Expense and Democ- 
racy. 6-114; 94-109. 

3. How may the School Contribute its Share to the 
Solution of the Two Problems Named in (1) and (2) 
above? Inquire D. S. Dept. K. S. A. C, Manhattan, 
Kans. 

4. A Plan whereby these two Classes of Young People 
may Assist in the Care and Expense of Their Clothes. 
14-2, 3. 

Suggestions 

a. The clothes question looms up big and important at 
this period of life. Can a parent really deal with it singly 
and alone, or is this not a sort of community problem? 

b. Custom and sentiment here become very prominent 
factors in molding character but it often matters greatly 
as to who sets the standard. You may find communities 
less than twenty miles apart where the standard of dress 
among young people is radically different. 



Ill 



PROGRAM 66 

love's first young dreams 

1. A Plea for Adolescent Love and a Plan for its Direc- 
tion and Safeguarding. 6-153; 124-75. 

2. The Necessity for Planning and Chaperoning All 
the Social Affairs of Adolescents. 5-134. 

3. A Reasonable Amount of Guarded Intermingling of 
the Young Sexes, or Segregation, which.'* 4-124. 

4. "As one thinketh in his heart so has he been in his 
past experience." Relate this to the General Topic 
above. 3-93. 

Suggestions 

a. Too long we have tried to force the adolescent girl 
to learn geometry while her heart was ringing with love's 
young dreams, and all the while we have failed in our 
purpose. 

6. While there can never be a class in "love making" in 
the school, this subtle activity will go on for all time, 
swaying the lives of the youths and maidens. We cannot 
use a text or teach the subject directly but we must meet 
the issue with all earnestness. 

c. The author is thoroughly committed to the policy of 
co-educational schools. 



112 



PROGRAM 67 

SOCIAL GAMES AND PASTIMES FOR THE 'TEEN AGE 

1. A Program of Social Events to be Furnished by the 
Home. 5-133; 142-75. 

2. The Part Played by the High School in the Social 
Affairs of the Pupils. 5-62. 

3. How the Church and Sunday School may Properly 
Indulge the Social Interests of Youth. 4-120; 27-338. 

4. The Chums and Close Companionships of Youth. 
9-118; 30-99; 122-158. 

Suggestions 

a. We may talk about history, commerce, and intel- 
lectual training to our hearts' content, but the social affairs 
will continue forever to mold the thoughts of the boys 
and girls of the 'teen age. 

h. Some day the high school will discover the neglect of 
one of its best opportunities and put social training on the 
regular weekly program. 

c. It has been said that the modern preacher does not 
necessarily preach very much. He is becoming more and 
more a social engineer. 



113 



PROGRAM 68 

THE FIRST TENDENCY TOWARD MATING 

1. Age and Circumstances under which Youths and 
Maidens may Begin Going Together in Pairs. 5-135; 
138-276. 

2. How may the Parents Keep the Youth from Going 
at too Rapid a Pace in the Social World.'* 4-270. 

3. How may the Parent Keep the Young Girl Level- 
headed in Respect to Her Social Tendencies.'* 6-121, 152. 

4. What Means and Devices May the School Offer to 
Assist in Answering Questions (2) and (3) above.'' 11-199; 
19-39. 

Suggestions 

a. This is the point at which many parents throw up 
their hands in despair. It is the point of most frequent 
separation of parents and their boys and girls. 

b. But despair and tears and misgivings most common 
to those parents who have failed to follow the footsteps 
of their children up to the age of adolescence and then 
undertake under pressure of necessity, to act as supervisors 
and guides. 

c. Sympathy for the point of view for the young person 
is the prime virtue in dealing with these problems. 



114 



PROGRAM 69 

THE ADOLESCENT AND THE DANCE PROBLEM 

1. Dangers and Difficulties Involved in the Public 
Dance, 27-183; Gulick, Healthful Dancing, Doubleday, 
Page & Co., N. Y. 

2. What is to be Done About the So-called Tango and 
the Kindred Modes of Dancing? 6-155; 18-Rec. 118. 

3. The Social Dance as Fostered by the Mormon 
Church and Other Religious Bodies. Address The Church 
Government, Salt Lake City. 

4. Is there a Wise and Sensible Solution of the Problem 
of the Social Dance? 5-138; Playground, V., VI., p. 159. 

Suggestions 

a. The author believes that the Mormon people of 
Utah have been most successful in solving the problem of 
the social dance. The members of the club are urged to 
make inquiries about this matter. 

6. In many of the universities and colleges there are 
two classes of young men and young women, namely, 
those who dance and those who do not. Their contentions 
and quarrels and misunderstandings go on throughout the 
year. What is the difference between the two classes? 
Is it not merely a matter of personal life history? 



115 



PROGRAM 70 

THE ADOLESCENT AND SOCIAL PURITY 

1. A Rational Plan for Training the Youth in Matters 
of Personal and Social Purity. 31- F. No. 2 ; 5-196. 

2. How May the Parent Successfully Impart Lessons 
of Purity and Chastity to the Adolescent Girl.? 6-158; 
124-73. 

3. To What Extent Should Young People be Made 
Acquainted with the Facts in Regard to the So-called 
Social Evil? 14- No. 8; 133-154. 

4. How may the School Assist in the Solution of Prob- 
lems (1) and (2) above? 18- F. No. 4, No. 6. 

Suggestions 

a. There has been a country -wide reaction against sex 
instruction in the schools and against certain classes of 
sex literature. Why not drop the word "sex" entirely for 
a while and talk and write more about social purity? 

b. No matter what the terminology may be some cities 
as a whole and parents in particular are still obligated to 
meet this problem. 

c. The author believes that the social purity situation 
can be handled adequately only when all well-meaning 
persons and organizations in the country work together 
with a common purpose. 

d. For valuable helps address Editor The Light, La- 
Crosse, Wisconsin. 



116 



PROGRAM 71 

THE BOY SCOUTS OF AMERICA 

1. Is the Movement Worth While? How to Organize 
and Direct the Boy Scout Movement. 5-111; Association 
Press, New York. 

2. What Boys are Best Served by the Movement and 
How.'* Boy Scout Magazine, New York. 

3. The Difficult and Important Position of Scout 
Master. See Manual, Camping for Boys, Association 
Press, N. Y. 

4. Civic and Philanthropic Efforts for the Scouts. 
23-166. Rural Manhood, New York. 

Suggestions 

a. Like all other good movements, the success of the 
Boy Scout organization depends upon leadership. The 
official manual should be studied carefully and followed. 

6. The program speakers should have serious thought 
of the fact that the boy of the scouting age is over-crowded 
with activity. Inquiry will show that parents often com- 
plain because of their boys' being away from home too 
much. 

c. It has been the observation of the author that the 
altruistic work undertaken by the boy scouts has been 
done creditably. Will some program speaker give topic 
No. 4 its due emphasis? 



117 



PROGRAM 72 

THE CAMP FIRE GIRLS 

1. How to Organize and Direct the Camp Fire Girls. 
See Official Manual, Camp Fire Girls, N. Y. 

2. What Girls are Best Served by the Camp Fire Move- 
ment and How? Inquire of D. Appleton & Co., Geo. H. 
Doran, and F. H. Revell Co. 

3. Who is the Ideal Leader and Advisor of the Camp 
Fire Girls.? Write National Board Y. W. C. A. New York. 

4. The Excellence of the Movement as a Means of 
Adding to the Dignity of Girl Industry. 6-128; Review 
of Reviews, XLV. p. 577. 

Suggestions 

a. Why do we not recognize the necessity of a camp fire 
girls' organization as readily as we do that of the boy 
scouts? 

6. The official manual of the Camp Fire Girls is a classic. 
The mother of every adolescent girl should have a copy 
of this little volume and study it. 

c. The key note of this whole movement is wholesome 
and helpful spontaneous development. For once we find 
the heart of the girl working actively with her head and 
hands. The mothers of every community should search 
far and wide for an able camp fire organizer. 



118 



PROGRAM 73 

YOUTH AND THE PROBLEM OF ATHLETICS 

1. How to Make the Boy's Interest in Athletics Serve 
a Good Purpose. 16- No. 37; No. 93; 18- Rec. 72. 

2. The Modern Tendency to Make Clean Athletics 
a Vital Element of Boy Training. 16- No. 105, No. 120; 
18- Rec. 140. 

3. The Psychology of Rooting at the Game. 

4. Sunday Baseball and Other Sunday Sports. 16- No. 
84; also Association Press, New York. 

Suggestions 

a. Perhaps it would help the program speakers to keep 
in mind the fact that the tendency of modern athletics 
is away from the individual struggle and toward the mass 
games. 

b. How can we induce parents to take the question of 
athletics seriously and give their boys and girls their 
just dues regarding it? 

c. It is a significant fact that many a so-called good- 
for-nothing boy will make his mark on the athletic field. 
But is he really good-for-nothing.? 

d. Why not quit fighting Sunday athletics and destroy 
it by giving an adequate amount on week days? 



119 



PROGRAM 74 

ATHLETIC TRAINING OF THE GIRL 

1. Good and Bad Uses of the Basket Ball Game. 42-329. 

2. How Can Tennis Be Made to Serve a Good Purpose 
in the Girl's Life? Rural Manhood, N. Y. 

3. Some Games that are Conducive to the Well- 
rounded Development of the Growing Girl. 16- No. 37. 

4. May the Girls Accompany the Home Boy Team on 
Their Inter-School Athletic Trips.'* 6- 152; Inquire, 
National Board Y. W. C. A., New York. 

Suggestions 

a. Why do the girls in one community all take to ath- 
letics, while in another they are too modest to think of 
such a thing? 

b. Much should be offered at the meeting to inculcate a 
more favorable sentiment toward a moderate amount of 
athletic training for girls. 

c. It is an easy matter so to arrange the inter-class 
athletic games as to obviate the necessity of very many 
events away from home. The author believes the policy 
of allowing high school youths to go away for a series of 
athletic contests should be discouraged. 



120 



CHAPTER XI 
TEE PROBLEMS OF FATHERHOOD 

PROGRAM 75 

CHARACTERISTICS OF THE EXEMPLARY FATHER 

1. What He Needs to Know About Childhood in Gen- 
eral. 5- 344; 21-249. 

2. What He Needs to be in Point of Personal Integrity. 
5-337; 27-4. 

3. What He Needs to Do in General Defense of Child- 
hood and Motherhood. 9-109, 121; 30-194. 

4. What Course He May Pursue in Order to Keep Him- 
self Reasonably Informed on the Problems of Child Train- 
ing. 26-59, 63, 107. 

Suggestions 

a. By actual count how many fathers of the community 
are conscious of their duties and opportunities in respect 
to their growing children.? 

6. Can we ever hope to have 100 per cent fathers until 
we shall have trained young men to understand the psy- 
chology of childhood and youth? 

c. In every school and college oflPering work above the 
eighth grade there should be prescribed a thorough course 
in psychology and human behavior. Men are not inter- 
ested in their children because they do not understand 
childhood. 

121 



PROGRAM 76 

THE father's part IN THE DISCIPLINE OF THE CHILDREN 

1. Is it Fair for the Busy Father to Keep "Hands Off" 
while at Home so as to Win the Respect of the Children? 
30-196; 94-46. 

2. Some Rewards which a Father may Use as Means 
of Home Discipline. 5-343. 

3. Some Forms of Punishment which a Father may 
Resort to with Good Effect. 27-69. 

4. How a Father may be a True Companion to His 
Young Boys. 27-2; 123-152. 

Suggestions 

a. The average red-blooded boy very much needs the 
strong arm of a father to guide the youthful steps aright. 

b. The program committee should endeavor to call some 
good father to speak upon each of these four topics. 

c. Perhaps the mother can train the adolescent children 
unaided but when the age of puberty dawns the father is 
guilty of gross neglect to his family and the community 
if he fails to take a serious part in the home discipline. 

d. Motherhood is sometimes called a profession. May 
we not at least call fatherhood an avocation.? 



122 



PROGRAM 77 

THE FATHER AS THE GUARDIAN OF THE HOME 

1. Justify the Training of Small Boys in Household 
Duties and Baby-tending as a Means of Preparation for 
Fatherhood. 5-22. 

2. Ways in which the Father may Safeguard the Mother 
Against the Tendency to Overwork and Oversacrifice 
in Behalf of the Children. How may He Teach the Chil- 
dren to Appreciate Her Efforts in Their Behalf? 23-259; 
36-224. 

3. How the Home and the School may Co-operate in 
Teaching the Duties and Responsibilities of Fatherhood. 
(One parent and one teacher) 33-71 ; 122-99. 

Suggestions 

a. Do ordinary good women really take delight in 
sacrificing and working themselves half to death, as some 
persons are wont to believe? 

b. At what age does a young man or young woman 
begin to appreciate the helpfulness and sacrifice of his 
parents? 

c. Would it not be well to give this entire program an 
optimistic tone? The deep instinct of our common human 
nature will never permit the family to fall into wreck and 
ruin although many would lead us to expect such a 
calamity. 



123 



PROGRAM 78 

THE FATHER AND THE ALCOHOL PROBLEM 

1. Inability of the Father Who Uses Intoxicants Wisely 
to Instruct His Growing Son in Regard to Drink. 26-112. 

2. What is a Reasonable Business Outlook to Place 
before the Youth Who is Learning to Drink? See Town 
and City, Jewett (Ginn & Co., N. Y.). 

3. What is the Father's Full Duty in Relation to the 
Local Saloon and the Drink Question? Write Interna- 
tional Reform Bureau, Washington, D. C, 

4. What can the School do in Preparation for a Future 
Generation of Non-Drinking Fathers? Address Clark 
University, Worcester, Mass. Handbook of Facts about 
Alcohol, Cora Frances Stoddard, Scientific Temperance 
Federation, Boston. Write to W. C. T. U. Press, Evans- 
ton, 111. 

Suggestions 

a. A genuine, sympathetic discussion is called for in the 
treatment of this great problem. It is easy to condemn, 
but who can give some constructive helps? 

b. We are at fault in placing the blame of the drunken 
father wholly upon his own shoulders. The community, 
the neglect of his own parents, and the habits of his youth 
formed his character more or less completely before he 
was old enough to take any deep concern about the matter. 

c. The members are asked to become acquainted with 
the Kansas method of growing a new crop of sober men 
and women. 

124 



PROGRAM 79 

THE FATHER AND THE TOBACCO PROBLEM 

1. The Questioned Ability of the Tobacco-using Father 
Wisely to Instruct His Growing Son in Regard to Smoking 
or Chewing. 

2. Figures and Estimates to be Placed before a Boy to 
show the Life-time Cost of Tobacco Using. 5-163. 

3. Sketches and Illustrations to be Placed Before a 
Boy to show how Disease and Degeneracy Lurk within 
the Cigarette. 14- No. 1. 

4. Report upon Anti-cigarette Laws and Ordinances 
with a Plan for the Defense of the Local Boy. Address 
National Anti-cigarette League, Chicago, 111. 

Suggestions 

a. We are living in a tobacco age; no doubt about that. 
After the alcohol problem has been disposed of, then the 
fight will be waged against nicotine. 

b. Again sympathetic treatment is urged. It is im- 
practicable for many good men to discontinue their use of 
tobacco. 

c. Do not condemn men smokers. Make a plan for 
maturing a new race of non-smokers by means of training 
boys to let nicotine alone. 

d. The campaign against tobacco will call for an elimina- 
tion of disgusting advertisements now seen plastered up 
everywhere. 



125 



PROGRAM 80 

THE FATHER AS A HANDY MAN 

1. Making Swings and Other Playthings for the Little 
Ones. 5-75. 

2. Helping the Boy to Equip His Playhouse and Home 
Workshop. Extension Division, University of Kansas, 
Lawrence. 

3. Furnishing Plans and Specifications for the Boy's 
Self-made Playthings. Write Doubleday, Page & Co., 
New York. 

4. Providing an Attic Room or other Place for the 
Small Girl's Play Industry. 6-90. 

Suggestions 

a. Popular Mechanics is recommended as a remarkably 
helpful magazine in the matter of dealing with this pro- 
gram. And for that matter, the father might well keep a 
copy about the house. 

b. Did any of the members ever try out the scheme of 
equipping the boy with his own workshop before requiring 
him to perform their own work? 

c. Pictures, drawings, illustrations, and other specific 
data will be most helpful in responding to these topics. 

d. Sometimes the boy becomes the teacher and leader 
of the father in the handiwork at home. 



126 



PROGRAM 81 

THE FATHER AS HOME PROVIDER 

1. How to Divide the Family Income so as to be Fair 
to all the Members of the Family. 4-132. 

2. Lessons on Saving and Thrift which a Father may 
Teach His Small Son. 14- No. 2. 

3. Can the Children be made Familiar with and Inter- 
ested in the Family Expense Account? 14- No. 7. 

4. Things better than Sweetmeats which the Father 
may Bring Home to the Children. 127-82. 

Suggestions 

a. Did it ever occur to the readers that whisky and 
tobacco should be classed as groceries.? For, does not the 
price of them come out of the grocery bill before this bill 
is even made out? 

b. Every family of pigs has a runt. You will find this 
the case in many human families, some member who is 
slighted and mistreated and even partly starved. Not 
infrequently it is mother who is to blame. 

c. In responding to topic 4, will some one please make 
out a long list of articles? 



127 



PROGRAM 82 

THE FATHER AS A HOME ENTERTAINER 

1. What a Father can do to Provide Evening Home 
Entertainment for the Family. 27-60. 

2. Can the Father be a Regular Club Member and at 
the Same Time be Just and Fair to His Family? 128-38. 

3. The Home Motion Picture Machine and other Such 
Devices for Home Entertainment. Extension Division, 
University of Kans., Lawrence. 

4. An Ideal Scheme for Taking the Family out to 
Evening Entertainments without Breaking the Home- 
staying Habit. 4-152. 

Suggestions 

a. The father who understands his family of growing 
children and is devoted to them has very little occasion 
to spend his nights out at the club. 

b. Many fathers run away to the club or pool room at 
night because they have never had an opportunity to 
become acquainted with child life and therefore really do 
not know their own children, or perhaps their helpmates. 

c. Edison now has a family size motion-picture ma- 
chine. How would this do for the father's contribution to 
home entertainment? 



128 



PROGRAM 83 

THE FATHER AS A PROVIDER FOR THE FUTURE 

1. Judicious Use of the Insurance Policy as a Means of 
Providing for the Possible Future Dependence of the 
Family. Write Insurance Department of the Home 
State; also Univ. of Wis., Madison, 

2. May the Children be Directed in Paying out on 
So-called Building and Loan Stock of their Own? 14- 
No. 2. 

3. How may the Father Provide all Necessary Legacy 
for the Son through the Direction of the Latter's Educa- 
tion? 5-63. 

4. To what Extent may He Achieve this Same End for 
the Daughter? 6-187. 

Suggestions 

a. Does any one really know whether life insurance as a 
means of the father's providing for the future of his family 
is succeeding? Sometime records will come out and show 
the vast amount of money wasted on life insurance on 
account of poor management of the entire system. 

b. Is not one excellent form of insurance of the future 
of children the practice of putting strength and self-reliance 
into their growing characters? 

c. Instances of good and bad effort will count for much 
in making this program worth while. 



129 



PROGRAM 84 

THE FATHER AS THE HEAD OF THE FAMILY 

1. Has the Father any Justifiable Rights and Privileges 
which Belong to Him as Head of the Family? 129-71; 
54-46. 

2. Command, Entreaty, and Argument as a Father's 
Means of Directing the Conduct of the Children. 4-179, 
185. 

3. By what Means may a Father Train His Small Son 
for Independence of Thought and Action ? 5-270 ; 30-129 ; 
121-141. 

4. By what Concrete Methods may He Accomplish the 
same Purpose with His Young Daughter ? 6-1 75 . 

Suggestions 

a. Slowly the father is yielding his place as lord and 
master of the family and is becoming an actual member of 
it as a miniature democracy. 

b. But the foregoing statement is no argument against 
the institution of strict authority and ready obedience in 
the home. 

c. Concreteness, definiteness, and illustrations should 
mark the discussion of this program. 



130 



CHAPTER XII 
TEE VOCATION AND THE HOME LIFE 

PROGRAM 85 

INDUSTRIAL TRAINING FOR THE ADOLESCENT PUPIL 

1. How can the Urban Home Provide Suitable Dis- 
ciplinary Tasks for the Adolescent Boy? 5-15, 25. 

2. How Provide Suitable Disciplinary Home Duties 
for the High School Girl? 6-56. 

3. May the Industrial Duties of Adolescents be made to 
Appear Attractive to them and Necessary for their Whole- 
some Development? 22-66. 

4. Steps whereby the School may Inculcate a Proper 
Regard for Youthful Industry. 1-29 ; 19-66. 

Suggestions 

a. A canvass of the situation will show that topic No. 1 
is most difficult. Urban parents everywhere show much 
distress about this problem. Who can bring forward an 
effective plan? 

h. Will it ever be possible to make the school and home 
furnish one continuous series of lessons? 

c. Who is so fortunate as to be able to furnish work for 
adolescents which is both enticing and instructive? 



131 



PROGRAM 86 

THE SCHOOL AND INDUSTRIAL TRAINING 

1. An Ideal Course of Manual and Industrial Training 
as a Part of the School Curriculum. See Manual Training 
magazine, V. XIII., p. 340. 

2. An Ideal Course for School Girls in Domestic Science 
and Art. 6-191; 22-145; write to American School of 
Home Economics, Chicago. 

3. Some Devices for Making the High School Indus- 
trial Course Attractive to Boys. 130-42. 

4. Some Devices for Making the Home Economics 
Training Appeal to the Heart of the Girl. 6-247; 7-63. 
Write Home Economics Dept. of your college or university. 

Suggestions 

a. Can not the manual training course for boys be made 
more yielding so that each pupil may be doing some work 
which really appeals to him? 

b. Does anyone know of a high school which furnishes 
diversified industry for its pupils? Such a school would 
give training in all of the farm and garden practices and 
in the rudiments of all the trunk lines of commerce. 

c. Is it not true that the high school girls enjoy their 
domestic science far more than the high school boys enjoy 
their manual training? If so, why so? 



132 



PROGRAM 87 

VOCATIONAL GUIDANCE FOR YOUTH 

1. Foundational School Training for Vocational Guid- 
ance. 5-219; 7-24. 

2. Home Training and Discipline Best Suited as Prepa- 
ration for the Vocation. 4-86. 

3. The Theory that there will in Time Awaken an 
Instinctive Interest in Some Occupation. 14- No. 4. 

4. How much Floundering and Failure Must be Allowed 
for in the Case of the Youth in Search of his Vocation? 
6-275. 

Suggestions 

a. Have not many of the writers on vocational guidance 
aimed at too direct and immediate results? 

b. The great mass of children possess mediocre ability 
and must be trained in all the fundamentals in order to 
lay a firm foundation for the choice of a vocation. 

c. Suppose the speaker who has topic No. 4 make in- 
quiry of ten successful men as to how long they were de- 
layed in determining their vocations. 

d. Vocational Guidance, by J. Adams Puffer (Dodd, 
Mead & Co.), is a valuable help on this problem. 



133 



PROGRAM 88 

THE BUSINESS OUTLOOK FOR YOUTH 

1. The Principles and Methods which Tend to Guaran- 
tee a Successful Business Venture for the Young Man. 
5-228. 

2. Defects of Character and Training which Today 
Stand Most in the Way of the Young Man's Business 
Success. 22-21. 

3. How can the Young Man be Prepared for Business 
Success through Training in the So-called Trunk-line 
Industries? 23-281. 

4. Should Every Business Man be Interested in Some 
Form of Human WeKare.? 12-3. 

Suggestions 

a. How many young men have really had any business 
training or practice up to the time when they enter the 
commercial world.'' 

b. If we commercialize education too soon the young 
man becomes merely a money maker and fails to become 
a well-rounded citizen. 

c. Human welfare is the big concern of society and the 
state. Should we regard a young man's education as at 
all satisfactory if he fails to manifest any interest in the 
general well-being of his fellows? 



134 



PROGRAM 89 

VOCATIONAL TRAINING FOR THE GIRL 

1. Fundamental Principles of Training Necessary to 
Prepare the Girl for Self Support. 6-175 ; 55-13. 

2. Should every Growing Girl be Thoroughly Prepared 
first of all for Home Making.? 22-145 ; 146-78. 

3. Occupations which Today Offer Women the Most 
Certain Means of Self Support. 22-231 ; 130-52. 

4. Occupations which are Dangerous and Hazardous 
to the Many Girls who Enter them. See Vocations for 
Girls, E. W. Weaver. The A. S. Barnes Co., N. Y. 

Suggestions 

a. The actual weakness and dependence of many women 
is never revealed during their life simply because some 
one else pays all their bills. Widows and single women 
in general are considered "an easy mark" for the grafter 
and the confidence man. What sort of training will relieve 
this situation? 

b. Do not invite the alarmist to consume the valuable 
time of the meeting in an effort to prove that modern 
woman is becoming masculine, that she is abandoning 
the home, and that she is leading the race upon the rocks. 



135 



PROGRAM 90 

PREPARATION OF THE GIRL FOR MARRIAGE 

1. What Course of Training Appears to be the Surest 
Avenue to Successful Marriage? 1-277; 6-240; 110-213. 

2. Is a Practical Knowledge of All the Details of House- 
keeping a Pre-requisite? 22-145; 29-266. 

3. What may the School and the Home Do to Give 
the Girls the Necessary Pre-nuptial Business Training? 
14- Nos. 3 and 7. 

4. What is a Good Course in Child Welfare to Offer 
the Prospective Wife and Mother? 8-5; 10-67; 119-101. 

Suggestions 

a. For centuries past we have been satisfied simply to 
crack jokes about marriage while we required the young 
woman to take long courses in mechanical and mathemati- 
cal subjects. 

6. Watch for the appearance of a text book intended to 
be used in a course offering preparation for marriage and 
child rearing. 

c. Probably we shall never understand the problem of 
human mating until there is a wider dissemination of the 
facts of eugenics. 

d. Who is to blame for the fact that many women, 
sound and beautiful in their natural maternity, must go 
through life unmarried? 



136 



PROGRAM 91 

PREPAEING THE YOUNG MAN FOR MARRIAGE 

1. Outline of a Reasonable Course of Training for the 
Young Man who Aspires to Become a Model Husband. 
5-321; 26-156. 

2. What can Training do to Prepare a Young Man for 
the Exercise of Judgment and Common Sense in the 
Choice of a Wife.? 5-336; 26-176. 

3. How much do a Young Wedded Pair Need with which 
to Begin Life Together? Inquire of ten good men and 
ten good women, all married. 

4. Can the Young Married Man be Expected to Know 
Anything about the Duties of Fatherhood ? 5-342. 

Suggestions 

a. Hitherto, we have expected the young man to mani- 
fest, at the right time, a disposition called "falling in love," 
but unfortunately this blind and unguided instinct often 
led to falling out. 

b. What constitutes a safe, marriageable young woman? 
Will some one kindly make out a feasible plan of guidance 
for the use of all single young men? 

c. Divorces may multiply and homes may continue to 
be disrupted, but children will also continue to be born 
possessing a strong latent instinct for matrimony. Thus 
if we spoil one generation perhaps the next can make use 
of the error. 



137 



PROGRAM 92 

YOUTH AND THE SALOON QUESTION 

1. Keeping the Boy from Taking His First Drink. 
5-180. 

2. Are the Youths of America Destined to be Entirely 
Free from the Baneful Effects of the Saloon? Interna- 
tional Reform Bureau, Washington, D. C. 

3. The Local Fight with the Liquor Evil: Conducting 
it for the Sake of the Boy. Union Signal, Evanston, 111. 

4. A Report of the Prohibition Situation Throughout 
the State of Kansas. State Temperance Union, Topeka, 
Kans. 

Suggestions 

a. How about the soft drink as a first step toward 
alcoholism.'^ Are not the refreshment stands and soda 
fountains a curse rather than a blessing.? 

6. Sometimes a conscientious father does not discover 
which side of the saloon question he is on until his son 
begins to grow tall. Then the decision is easy. 

c. In many of the localities in the state of Kansas the 
liquor traffic is as little known as petit larceny, and there 
is very little of either. 

d. The liquor dealers accuse the opponents of exaggera- 
tion. Is this sin all on one side? 



138 



PROGRAM 93 

YOUTH AND THE CHEAP LOAFING PLACE 

1. What is an Ideal Treatment of the Pool Hall Situa- 
tion? Address University of Wisconsin, Madison. 

2. How to Meet the Degrading Influence of the Smoke 
House. 27-183; Association Press, New York. 

3. Dealing with the Moral Filth in the Cheap Caf§. 
33-262. 

4. The Cheap Card Game and the Gambling Place as 
Menaces to Boy Life. 5-70; Editor Survey, New York. 

Suggestions 

a. Will some one describe an ideal pool and billiard hall, 
a place where he should want his growing son to spend his 
leisure hours. 

b. The author has never been in a pool hall where he 
found the society decent and respectable enough to war- 
rant the admission of a minor. 

c. But it is easy to condemn. If the chief loafing place 
is to be banished, then a desirable social center of some 
kind must be substituted. 

d. The cheap loafing place is the center of much political 
corruption also, a place where cheap votes are bargained 
for. 



139 



PROGRAM 94 

EVILS THAT LURE THE YOUNG GIRL 

1 . How can we Know that the Girl's Chum is a Desirable 
Companion for Her? 6-168. 

2. The Dangers to Girlhood which Emanate from the 
Vaudeville, the Cheap Theater and the Coarse Picture 
Show. 58-251 ; 146-88, 97. 

3. Cautioning the Girl Against Chance Acquaintances 
with Strange Young Men. 57-156. Inquire of Chicago 
School of Civics and Philanthropy. 

4. Are Our Girls Tending toward the Use of Cigarettes 
and Intoxicating Drinks.'* 

Suggestions 

a. Are we really tolerant enough of the silliness of the 
adolescent girl? 

b. How many of the mothers present at the meeting 
have a plan which will furnish wholesome indulgence for 
the social instinct of their fifteen year old daughters? 

c. Have we not been selfish and short-sighted in our 
effort to safeguard our own daughters and done nothing 
for other people's daughters? Can we succeed with this 
problem without the help of the whole community ? 

d. What has been done by way of holding the property 
owner responsible for the evil resort? 



140 



CHAPTER XIII 
THE RELIGIOUS TRAINING OF THE YOUNG 

PROGRAM 95 

RELIGION IN THE HOME 

1. Is the Old Fashioned Family Worship Destined to 
go Out of Use Entirely? What then? 36-228. 

2. How may the Home Life Inculcate a Wholesome 
Respect for All the Churches? 5-349; 356. 

3. Getting the Children off to Sunday School with 
Lessons Prepared. 128-141. 

4. How may we Interest the Boy and Girl in the 
Activities of the Church? 27-326-370. 

Suggestions 

a. Question No. 2 is the biggest one in the list. Our 
lack of full tolerance of other people's religion is still most 
lamentable. 

b. The author's position regarding the religion of 
childhood has been much misunderstood. Children do not 
naturally take any deep concern about religious matters. 
The great instinctive interest in such matters comes during 
the adolescent years. 

c. What has become of religion during the time of the 
great war? 

141 



t 



PROGRAM 96 

THE YOUNG AND RELIGIOUS GOOD FELLOWSHIP 

1. May the Young not be Taught to Respect Religion 
as a Universal Force Affecting the Lives of All Peoples? 
1-324. 

2. May Parents Induce their Children to Become 
Regular Church Members and at the Same Time Inculcate 
a Wholesome Cordiality Toward All Church Bodies? 
6-284. 

3. What may the Minister do to Meet the Require- 
ments of (1) above? 129-202. 

4. What may the Teacher do to Meet the Requirements 
of (2) above? 5-352. 

Suggestions 

a. There will be different religious and different church 
organizations throughout all times, perhaps. Why should 
there not be? What we need is sympathy, a realization 
that the human race is inherently the same at its core but 
that our different attitudes and opinions are largely the 
result of early environment and training. 

b. Does anyone know of a school teacher who makes it a 
point to teach religious tolerance? How can his number 
be multiplied? 



142 



PROGRAM 97 

RELIGION AND THE INSTINCTIVE AWAKENING 

1. The Significance of the Instinctive Religious Interest 
of the 'Teen Age. 1-362. 

2. How does Religious Training in Childhood Give 
Marked Assistance at the Time of True Conversion? 
4-290. 

3. A Plan for Bringing the Adolescent Boy into Active 
Church Membership. 5-355; 20-164. 

4. A Plan for Bringing the Adolescent Girl into Active 
Church Membership. 6-291; 20-183. 

Suggestions 

a. Psychology has done far more to explain religion 
than has theology. Will some member give a short 
address on the psychology of religious belief.'' 

6. The adult convert who had no religious training in 
childhood suddenly finds himself without even the rudi- 
ments of a religious vocabulary. 

c. One good way to get adolescent boys and girls into 
the church is to bring them in together. Their religion at 
first is much related to sociability and can well begin its 
growth in such a relation. 



143 



PROGRAM 98 

THE EFFICIENT SUNDAY SCHOOL 

1. May the Same Pedagogy be Applied to Both the 
Public School and the Sunday School? Write the Stand- 
ard Press, Cincinnati, Ohio. 

2. An Ideal Kindergarten Department for the Sunday 
School. Write the University of Chicago Press, Chicago. 

3. Methods and Devices for Holding and Instructing 
the Pre-adolescent Boy. 142-109. Write The Pilgrim 
Press, Boston. 

4. Methods and Devices for Holding and Instructing 
the Pre-adolescent Sunday School Girl. Write Fleming H. 
Revell Co., New York; also American Institute of Social 
Service, N. Y. 

Suggestions 

a. There are many foolish things taught in some Sunday 
schools, and there is as yet a very general lack of recogni- 
tion of the principles of psychology which must necessarily 
be applied to all good teachings. 

b. The pre-adolescent boys who are really interested in 
the Sunday school lesson are few and far between. Occa- 
sionally, however, there is a Sunday school teacher who 
can hold them in line. 

c. Is it not a fact that the pre-adolescent girl takes the 
Sunday school training much more seriously than does her 
brother? Why is this? 



144 



PROGRAM 99 

THE SUNDAY SCHOOL AND THE YOUNG PEOPLE 

1. Sunday School Work which Appeals to the Heart 
of Youth. 23-97; Dept. of Religious Ed., Univ. of Chi- 
cago Press. 

2. Sunday School Work which Appeals to the Heart of 
the Blooming Maiden. 6-288; Address The Christian 
Register, Boston. 

3. How to Transform the Sunday School into a Re- 
ligious Social Center for All. 4-287; Address The Church- 
man, New York. 

4. The Sunday School Base-ball Team as an Opponent 
of the Sunday Playing of the Professional League. Ad- 
dress The Christian Century, Chicago. 

Suggestions 

a. Is not the idea of Sunday school for youths and 
maidens rather more a social affair than a religious one? 
Unquestionably the strongest instinctive for bringing 
the young people together in the church is the social 
interest. 

h. Is there any serious objection to having the Sunday 
school lesson and the social hour follow one another in 
immediate succession? 

c. Depend on the well-organized Sunday school base- 
ball team to put the Sunday base-ball team out of business. 
Has anyone a report of such an occurrence? 



145 



PROGRAM 100 

THE YOUNG PEOPLE's RELIGIOUS SOCIETY 

1. Is it Meeting a Vital Need in the Lives of the Young? 
Address The Christian Advocate, New York. 

2. What is its Best Relation to the Church and the 
Sunday school? Address Herald and Presbyter, Cincin- 
nati. 

3. How may it Best Satisfy the Social Interests of the 
Young? Address The Advance, Chicago. 

4. What Service and Extension Work may it Under- 
take? Address The Examiner, New York; also American 
Unitarian Association, Boston. 

Suggestions 

a. The young person proceeds by easy and natural 
steps towards a substantial religious life entirely under 
the provision that he have careful training all the way. 

6. Those who conduct the young people's societies had 
better keep uppermost this question. What wholesome 
enticement can be constantly held out to bring the young 
people in? 

c. Call for a talk by some one who has a scheme for 
giving the young church members something to do that 
will extend the usefulness of the church. 



146 



PROGRAM 101 

THE YOUNG MEN's CHRISTIAN ASSOCIATION 

1. What is it Doing for the Boys of the Junior De- 
partment? Association Men, New York. 

2. How may it Keep from Becoming "Soft" and an 
Innocent Loafing Place? 5-353; Rural Manhood, New 
York. 

3. A Plan for its Doing Vital and Aggressive Religious 
Work among Young Men. Association Press, N. Y. 

4. May it be Made a Real and Complete Home for 
Young Men? Address Railroad Men, New York. 

Suggestions 

a. The Young Men's Christian Association has, in 
many places, the reputation of being "soft." Why is this? 

b. It is not the fault of the general movement but rather 
the fault of the local management which sometimes brings 
the association into ill-repute. 

c. Is not the vital work of the association often of a 
non-religious character? More really effective extension 
work is what is needed. 

d. Can the Y. M. C. A. ever become thoroughly aggres- 
sive so long as it must beg continually for its means of 
existence? 



147 



PROGRAM 102 

THE YOUNG WOMEN's CHRISTIAN ASSOCIATION 

1. How may it Serve Vitally the Needs of the Young 
Woman? 6-297; Address Religious Education, Chicago. 

2. A Plan whereby it may do Effective Social Service 
Work. Address National Board, Y. W. C. A., New York. 

3. To What Extent may it Furnish a Complete Home 
for Young Women? Address The Club Worker, New York. 

4. What is its Best Service to the Country at Large? 
Ask for The Y. W. C. A. at Work, National Board Y. W. 
C. A., New York. 

Suggestions 

a. The Young Women's Christian Association is be- 
ginning to do a big work but its possibilities of service are 
far beyond its dreams hitherto. Service is the key note 
of its best work. 

6. How can the association organize an excellent tracing 
and finding system for all young women within its zone 
of activity? 

c. Will some one report on a feasible scheme for making 
the Young Women's Christian Association a more suc- 
cessful venture in a business way? 



'148 



PROGRAM 103 

TEACHING PEACE TO THE YOUNG 

1. Are Race Prejudice, Class Prejudice and Neighbor- 
hood Prejudice all the Same Thing Existing in Different 
Degrees of Development? Address, World Peace Founda- 
tion, Boston, Pamphlet. 

2. The History of the World as now Written for the 
Young is a Record of War and Bloodshed. How Does 
this Matter Affect the Peace Problem? Address, Society 
for International Conciliation, New York. 

3. Will the Practice of Team Work, Co-operation and 
Good-fellowship while Young Affect the War Attitude 
of the Adult? Address Survey, and N. Y. School of Philan- 
thropy, New York. 

4. May Children be Taught Diplomacy and Amicable 
Methods in Settlement of their Differences? Address 
School of Civics and Philanthropy, Chicago. 

Suggestions 

a. Simply because the twentieth century has witnessed 
the greatest war in all history, it is not fair to say that 
humanity has failed. What we must have is a new philoso- 
phy of life. The civilization which has just gone down 
with a crash was based upon selfishness and business con- 
siderations. The new civilization will be based upon 
human welfare. Good will and social service will be among 
its greatest ideals. 



149 



CHAPTER XIV 
TEE COUNTRY BOY AND THE COUNTRY GIRL 

PROGRAM 104 

THE RURAL MOTHER 

1. What Minimum of Household Conveniences must 
the Country Mother Have? 23-61. 

2. How is the Rural Mother to Solve the Problem of 
Household Help? 23-41. 

3. The Ideal Service which a Farm Mother May 
Render Her Growing Children ? Address Wallaces Farmer, 
Des Moines, la. 

4. Does the Typical Farm Mother Secretly Rebel 
against Rural Life? Address Orange Judd Co., New York. 

Suggestions 

a. The country uplift will go on just as fast as the 
people are enabled to realize all the higher values of life 
in rural places. We have tried to teach rural humanity 
by giving the people the bare necessities of life and an over 
amount of work. They cannot be fooled. 

b. Make out a list of worthy things which lure young 
people in the city. Then provide these in the country 
and a thing worth while is done. 

c. An ideal program, including a careful division of time, 
is what is needed here. 

150 



PROGRAM 105 

FARM LIFE AND CHARACTER DEVELOPMENT 

1. What Farm Life Experiences Contribute Most to the 
Development of Good Character? Address Rural Man- 
hood, N. Y. 

2. Lifting the Overburden from the Shoulders of the 
Farm Boy. 23-171. 

3. Relieving the Strain on the Life of the Girl. 23-183. 

4. A Plan for Bringing Happiness and Contentment 
to Farm Boys and Girls. 35-83; 25-17. 

Suggestions 

a. Do not fail to have one speaker make out a balanced 
schedule of activities for the rural young people. 

b. Do not require one speaker to undertake to cover the 
entire field. There is a natural division between the sexes, 
and there is a three-fold division of infancy, childhood, and 
youth. All the just claims of these six classes of the 
young must be met. 

c. Farm parents must have a conscious and constructive 
plan for the development of the characters of their chil- 
dren. Even an ideal rural school can do little unless the 
home supplements its eflForts. 



151 



PROGRAM 106 

THE EFFICIENT RURAL SCHOOL 

1. How may the Instruction in English be Suited to 
Rural Life? 132-266. 

2. Can Mathematics be Made to Offer Definite Helps 
to the Country Life? 132-295. 

3. How to Teach Farm Geography by the Laboratory 
Method. Address State Normal School, Bloomsburg, Pa. 

4. Teaching Health and Sanitation in the Rural School. 
23-122. 

Suggestions 

a. The language of the school anywhere should be the 
language expressive of the best there is in the local life. 

b. In nearly all the schools the mathematics should be 
cut down fifty per cent and something better put into its 
place. 

c. The modern rural teacher will not put in more than 
half of the time merely hearing lessons. About one half 
of the time will be devoted to the interpretation of living 
environment. 

d. The normal school at Kirks ville. Mo., has been a 
pioneer in this work. Write for their periodical. 



152 



PROGRAM 107 

OTHER TASKS FOR THE RURAL SCHOOL 

1. Some of the Advantages of Consolidation of Schools. 
Among Country Schools, Kern (Ginn & Co., N. Y.). 

2. May the Rural Teacher Become a Permanent 
Resident of the District? U. S. Bureau of Education. 
Pamphlet. 

3. Should the District Furnish the Rural Teacher a 
Plot of Ground and a Residence? U. S. Bureau of Educa- 
tion. 

4. A Plan for Making the Rural Teacher a Community 
Builder. 132-11; Address The Rural Educator, Columbus, 
Ohio. 

Suggestions 

a. It need not surprise us if some state should enact a 
law making a consolidation of schools compulsory. Write 
to the Bureau of Education, Washington, D. C, and if 
possible secure the story of a rural teacher who farms part 
time and lives in a community on a plot of ground fur- 
nished for his service. Secure pictures, plans, and specifi- 
cations, if such are available. 

b. A good way to respond to topic No. 4 is to enumerate 
the things which the rural teachers may actually do as a 
community leader. 

c. Some member should bring forward a plan for "con- 
solidating" the rural school with every other good rural 
institution. 



153 



PROGRAM 108 

THE RECONSTRUCTION OF THE COUNTRY SCHOOL 

1. How to Renovate and Remodel the Cheap Country 
School Building. Write Cornell University, Ithaca, N. Y. 

2. Model Plot and Plans for a Rural School Campus. 
35-102. 

3. How to Heat and Ventilate the One-room School 
House. Address State Dept. of Education. 

4. A Model Plan for Sanitary Closets and Drainage for 
the School House. 132-32. 

Suggestions 

a. In some states the district is not permitted to erect a 
new school building without making use of plans and 
specifications furnished by the department of education. 
This is a valuable law. 

6. Again the Bureau of Education at Washington will 
serve the needs of inquirers. 

c. If some member works out an ideal plan for a new 
school building, see that the matter is brought before the 
attention of every adult member of the community. Thus 
educate public sentiment. 

d. Some of the state normal schools are now doing 
valuable extension work among the rural schools, e. g., 
inquire of the State Normal School, Lewiston, Idaho. 



154 



PROGRAM 109 

THE RURAL SCHOOL AS A CENTER OF LIFE 

1. How to Make the Country School House a Social 
Center of Life. 23-101; State Normal School, Kirksville, 
Mo. 

2. How to Use the School Building for Literary and 
Political Purposes. Bulletin, University of Wis., Madison. 

3. How may the School Building Serve the Grange and 
Kindred Societies? Bulletin, K. S. A. C, Manhattan, 
Kans. 

4. How to Make the Rural School House Serve as 
Church and Sunday School Room. Among Rural Schools, 
Kern. Ginn & Co., New York. 

Suggestions 

a. The 'Teens and the Rural Sunday School, J. L. 
Alexander, Editor, Association Press, N. Y., is a valuable 
help on No. 1. 

6. Write the Russell Sage Foundation, New York City, 
for information on these topics. 

c. Rural Manhood, New York City, will serve as a com- 
petent text book and guide for the rural social workers. 

d. The Country Life department. National Young 
Men's Christian Association, New York City, will likewise 
serve the cause most helpfully. 

e. Let the chairman urge that each speaker bring 
something very concrete and definite to the meeting. 



155 



PROGRAM 110 

THE COUNTRY SCHOOL AND RURAL MINDEDNESS 

1. How may the Pupils be made to take an Interest in 
Farm Crops? 23-120. 

2. Interesting the Pupils in the Life Stock of the Farm. 
132-200. 

3. May the Country School Offer Instruction as to the 
Advantages of Rural hiie? Among Rural Schools, Kern. 
Ginn & Co., N. Y. 

4. May the Rural School Consciously make out a Plan 
for the Social Life and Recreation of the Community? 
Rural Manhood, New York. 

Suggestions 

a. How can we obtain text books which actually have 
the rural point of view and teachers who know all the 
country problems? These are the first two great essentials 
in the re-construction of country life. 

b. Much of the instruction in the country school is very 
dulling, another part of it is entirely unnecessary. Fully 
half of the time of country schools should be taken up with 
laboratory work — studying plants, soils, insects, birds, ani- 
mals, and streams. We want the children who grow up 
in the country to recognize the poetic side of rural life. 



156 



PROGRAM 111 

THE TRAINING IN RURAL INDUSTRY 

1. How much Home Work should the Rural School Boy 
be Required to do? 23-171 . 

2. How much House Help should the Rural School 
Girl be Required to do? 23-183. 

3. How may Country Parents Plan for the Play and 
Amusement of their Children? 132-112. 

4. How may Country Parents Plan for the Sociability of 
their Adolescent Sons and Daughters? 16- No. 26; 
Playground, New York. 

Suggestions 

a. Does any one actually know a family home which 
puts the problem of living a good life above the problem of 
making the farm pay? 

b. Does any one know a family home which plans for 
the play, recreation, and sociability of its young people 
before a plan for the crops and farm animals? Which of 
these should be subordinated to the other, the children or 
the crops? 

c. Will someone bring to the meeting a description of an 
ideal country picnic with perhaps some pictures to illus- 
trate? 



157 



PROGRAM 112 

THE DEVELOPMENT OF RURAL BUSINESS 

1. Will Farm Children Necessarily Become Interested 
in the Business of Farming? 23-275. 

2. How may the Farm Boy be Taught to Acquire and 
Own Property? 14- No. 2, No. 6. 

3. How may the Farm Girl be Instructed in the Neces- 
sary Forms of Business? 23-262. 

4. May the Young Son or Daughter be Taught to do 
the Farm Bookkeeping? Write Extension Department, 
State Agricultural College. 

Suggestions 

a. Is the general problem of child life on the farm differ- 
ent from the general problem in the cities? Are not the 
natural tendencies and the instincts of childhood and 
youth the same in both places? 

b. Will not fair and adequate tests reveal the fact that 
some country-reared boys and girls are suited only for city 
positions? And is not the converse statement likewise 
true? 

c. The author believes that the farm book keeping 
should be minimized. A large number of otherwise good 
people waste much valuable time in unnecessary book- 
keeping. Life is too short. The heart is hungry for so 
many good things which we are likely to miss. 



158 



PART THREE 
THE CHILD-STUDY LITERATURE 



CHAPTER XV 

THE PRELIMINARY BOOK LIST 

Certain very definite rules of procedure must be 
observed if the child-study society is to meet with most 
commendable success, and one of these is to make use of 
reference reading. Without a plan and a well-prepared 
program the society is almost certain to dwindle away. 
It seems easy and refreshing at the first meeting or two to 
have many of the members air their views and opinions in 
a rough and ready manner but this practice if kept up 
long grows stale and ineffective. Definite preparation 
on the part of each one regularly appointed to appear on 
the program is the secret of success; and this preparation 
is a comparatively easy task, provided the right class of 
literature be available and the assignment of topics and 
readings be made specific. 

How TO Use the References 

Below there is offered a list of a dozen titles of com- 
paratively inexpensive volumes on child life. This list has 
been made out with unusual care, and partly with the 
thought of offering something on every phase of general 
child study. In-so-far as is practicable, the first reference 
for each and every topic will be confined to this pre- 
liminary book list. It is urged that every child-study 
society of any considerable size attempt to obtain these 
volumes as the foundation of a working library. Each 
member might agree to purchase and contribute one 
volume. Or, a small assessment or collection might be 

161 



162 Outlines of Child Study 

made as a means of purchasing the books outright. The 
set can be kept in the local library, if there be one, or it 
might be placed in charge of the librarian of the associa- 
tion. In any event the members should have free and easy 
access to the books and those participating in the program 
discussions should have first right to their use. The books 
are numbered consecutively, and in making the marginal 
references the serial number of the book and the page of 
the volume listed will be given. 

The Nucleus of a Library 

1. Youth. G. Stanley Hall. 370 pp. D. Appleton & 
Co., New York. 

This volume is recognized as a standard in its field, and 
its author is the acknowledged pioneer student of child 
life in America. The book emphasizes genesis and growth. 
It is an epitome of Dr. Hall's larger work entitled Adoles- 
cence. The chapters on "Faults, Lies and Crimes," "The 
Growth of Social Ideals," and "Intellectual Education and 
School Work" are especially illuminating. 

2. The Care and Feeding of Children. L. Emmett 
Holt, M. D. 195 pp. D. Appleton & Co., New York. 

This little volume is regarded as an authority by 
physicians and practically all others who are serious 
students of the physical problems of infancy. Complete 
dietaries and household prescriptions are among its virtues. 
The mother who takes care of her own child, the nursery 
maid, the trained nurse, the prescribing physician and the 
careful student of childhood, will all obtain helpful service 
from this handbook. 

3. The Psychology of Child Development. Irving King. 
265 pp. The University of Chicago Press, Chicago. 

A fundamental treatise embodying, as the author 
acknowledges, the profound and scientific doctrines of 



The Preliminary Book List 163 

Dr. John Dewey. It presents a study of child life from the 
standpoint of growth and function. An epitome of this 
valuable text, as well as something of its point of view, is 
found on page xvii of Dr. Dewey's introduction. 

4. Moral Education. Edward Howard Griggs. 352 pp. 
B. W. Huebsch, New York. 

This volume by a well-known author and lecturer offers 
a sound and sane treatment upon practically all the moral 
problems of childhood and youth. A quotation from the 
preface will serve as a key to the method and spirit of the 
book: "I have thought it worth while to attempt a study, 
as exhaustive as I could make it, of the whole problem of 
moral culture : its purpose in relation to our society and all 
the means through which that purpose can be attained. 
My aim has been sanity and not novelty." 

5. Training the Boy. Wm. A. McKeever. 368 pp. 
40 illustrations. The Macmillan Co., New York. 

This book embodies what the author calls his "whole 
life plan," for boy training. Every phase of the life of 
boyhood and youth is touched upon. There are five 
distinct parts of the book, as follows : I. Industrial Train- 
ing; II. Social Traming; III. Habit Training; IV. Voca- 
tional Training; V. Service Training. Part V. contains 
much new material. 

6. Trainuig the Girl. Wm. A. McKeever. 342 pp. 
40 illustrations. The Macmillan Co., New York. 

A companion to Training the Boy, and similar in style 
and manner of treatment, this book attempts to discuss 
some of the untouched and more difficult problems relating 
to the lives of girls and young women. The important 
problems relating to courtship, the choice of a life com- 
panion, the preparation for motherhood, are treated ex- 
plicitly. "Love and inspiration must lead in all the duties 
of the girl's life." 



164 Outlines of Child Study 

7. Vocational Education. Snedden, Weeks and Cub- 
berley. 350 pp. Houghton, Mifflin Co., New York. 

A fresh and stimulating treatise by three well-known 
authors. It discusses the theory of vocational education 
in general and the application of the theory in the indus- 
trial and rural schools. In the preface to the book Dr. 
Snedden says: "Miss Weeks surveys the whole field of 
education and stresses needed enlargements and modifica- 
tions in the general plan; Professor Cubberley writes 
with the defects of current rural education clearly in mind; 
while the present writer seeks specific formulations of the 
principles which reason and experience seem to demand as 
a basis for vocational education as a distinctive process." 

8. Self Training for Motherhood. Sophia Lovejoy. 
182 pp. American Unitarian Association, Boston. 

This book offers a sympathetic discussion of the voca- 
tion of motherhood and contains many definite and 
stimulating suggestions for child trainers. The volume, 
written intimately as by an older, experienced friend to a 
young mother, abounds in delightful suggestions as to the 
best ways of guiding the young from early childhood to 
maturer years. The chapters include such subjects as 
"The Self -Relation," "Physical Training," "Senses, 
Emotion and Will," "Manners and Cheerfulness," "Per- 
sonal Incomes," "Child Study," "Discipline," "The 
School Relation," and may be treated as material for 
earnest study, or as a means of familiar instruction from 
friend to friend. 

9. Fundamentals of Child Study. E. A. Kirkpatrick. 
384 pp . The Macmillan Co . , New York . 

Professor Kirkpatrick's writings on psychology are 
enjoyed by many. This volume is a fundamental work and 
will serve the student of child life in obtaining the right 
attitude toward character development. The discussion of 



The Preliminary Book List 165 

instinct as a force which prompts conduct and growth, is 
given much space. 

10. Child Nature and Child Nurture. Edward Porter 
St. John. 106 pp. The Pilgrim Press, Boston. 

This is a handbook of methods and devices and it cov- 
ers very successfully many of the child problems which 
arise in the home. "The topics discussed in this little 
book are all related to the training of young children. 
Occasionally suggestions are offered as to the application 
of the principles determining the characters of children 
who are over twelve years of age, but this is done chiefly 
to guard against the danger of misunderstanding or mis- 
applying the methods that are recommended for use with 
those who are younger." 

11. Your Child Today and Tomorrow. Sindonie M. 
Greenberg. 234 pp. J. P. Lippincott Co., Philadelphia. 

This book takes a very optimistic view of the ill-conduct 
of children. It emphasizes training through self -activity 
and also the value of work and play. Says the au- 
thor: "It has been my chief aim to show that a 
proper understanding of and sympathy with the various 
stages through which the child normally passes will do 
much toward making not only the child happier, but the 
task of the parents pleasanter. I am convinced that our 
failure to understand the workings of the child's mind 
is responsible for much of the friction between parents 
and children. We cannot expect the children, with their 
limited experience and their undeveloped intellect, to 
understand us; if we are to have harmony, intimacy and 
co-operation, these must come through the parents' 
successful efforts at understanding the children." 

12. Civics and Health. Wm. H. Allen. 411 pp. Ginn 
& Co., Boston. 

This book contains a large fund of information and data 



166 Outlines of Child Study 

for guidance in dealing with the problems of health and 
sanitation in the school and the home. In the preface. 
Dr. William T. Sedgwick says: "There is a physical basis 
of life and of health; and any one who will take the trouble 
to read even the table of contents of this book will see 
that for Dr. Allen prevention is a text and the making 
of sound citizens a sermon. . . . No one can read this 
volume, or even its chapter headings, without surprise and 
rejoicing: surprise, that the physical basis of effective 
citizenship has hitherto been so utterly neglected in 
America; rejoicing, that so much in the way of the preven- 
tion of incapacity and unhappiness can be so easily done, 
and is actually beginning to be done." 

13. The Child Welfare Magazine. Monthly, official 
organ of the National Congress of Mothers. 

This magazine contains each month several articles by 
writers of authority. It will serve the purpose of a guide 
and an incentive to better work on the part of club mem- 
bers. 

14. The Home Training Bulletins. Wm. A. McKeever. 
Each a 16 page pamphlet. 20c per set, $1.00 per hundred. 
Published by the author, Lawrence, Kansas, as follows: 

No. 1. The Cigarette Smoking Boy. 

No. 2. Teaching the Boy to Save. 

No. 3. Training the Girl to Help in the Home. 

No. 4. Assisting the Boy in the Choice of a Vocation. 

No. 5. A Better Crop of Boys and Girls. 

No. 6. Training the Boy to Work. 

No. 7. Teaching the Girl to Save. 

No. 8. Instructing the Young in Regard to Sex. 

No. 9. The Boy's Vacation Employment. 

No. 10. Teaching Children to Play (in preparation). 

15. Health Bulletins. Various authors and sources. 
Free bulletins on child health and sanitation and on the 



The Preliminary Book List 167 

care and feeding of infants are now published by many of 
the state boards of health and other institutions. Kansas, 
Minnesota, New York, and California are notable among 
the number. References to these are given in the text as 
specifically as possible. 

16. Publications of the Playground and Recreation 
Associations of America. Mostly five and ten cent pam- 
phlets. New York City. The marginal references to 
these valuable pamphlets are given by serial number. 

17. Bulletins of the United States Children's Bureau. 
The usual price is five or ten cents. Department of Labor, 
Washington, D. C. A list of topics should be secured and 
kept on file. 

18. Bulletins of the Russell Sage Foundation. Several 
free and inexpensive pamphlets touching the problems of 
play, recreation and sociability of children. Write for 
titles and information. 



CHAPTER XVI 
TEE LARGER BOOK SHELF 

In many instances the child-study club will find it 
practicable to obtain a more extensive library than was 
recommended in the preceding chapter, although the 
first set of selected books and numerous pamphlets was 
made the basis of nearly all the first marginal references. 
Additional citations will make use of the volumes listed in 
the present chapter. Again, the attempt has been to 
select a wide variety of books and to spread the discussion 
over the entire field of child welfare and training. There 
are many other valuable volumes which might have been 
included here but it was found advisable to list these in a 
chapter to follow. 

The child-study club which is so fortunate as to possess 
these two dozen volumes and the many pamphlets listed 
with them, will be in a position to continue its meetings 
indefinitely and to achieve many worthy things in behalf 
of its members and the children with whom its members 
are associated. It may confidently be expected that those 
who stay with the course and perform their part faithfully 
will acquire a deep and inspiring interest in the affairs of 
the children, and will thus prolong and beautify their 
own lives. 

A Second Selected List 

19. Home, School and Vacation. Annie W. Allen. 
212 pp. Houghton, Miflain Co., Boston. 

168 



The Larger Book Shelf 169 

Miss Allen presents in this volume a sympathetic and 
helpful discussion of many of the problems which naturally 
arise in the minds of parents and teachers. 

20. A Study of Child-Nature. Elizabeth Harrison. 
207 pp. The Chicago Kindergarten College, Chicago. 

Miss Harrison has put her personality into this text. 
It is marked by deep sympathy and insight and takes for 
its guide the principles laid down by Froebel. The kin- 
dergarten work is the principal theme. 

21. We and Our Children. Woods Hutchinson, 371pp. 
Doubleday, Page & Co., New York. 

Dr. Hutchinson presents in this volume suggestions and 
devices for the physical care and training of small children. 
The book is clear and optimistic throughout. 

22. Vocational Guidance. J. A. Puffer. 306 pp. 
Rand, McNally & Co., Chicago. 

The author of this volume is one of the ablest and best 
known students of boy life. He presents here a large 
fund of facts and methods. The members of the child- 
study club will find in this book a large amount of material 
for use at the meetings. 

23. Farm Boys and Girls. Wm. A. McKeever. 326 pp. 
The Macmillan Co., New York. 

This volume aims to offer a complete fund of methods 
and details for dealing with the problems of country boys 
and girls, and in so doing it naturally furnishes a treat- 
ment of many of the general problems of childhood and 
youth. 

24. What Shall We Do Now? Dorothy Canfield. 419 
pp. Frederick A. Stokes Co., New York. 

This book is a large compendium of games, devices, 
descriptions and discussions of play. A reading list and a 
discussion of the various pets suitable for children are 
included within the text. 



170 Outlines of Child Study 

25. Nature Study and Life. Clifton F. Hodge. 495 pp. 
Ginn & Co., Boston. 

Dr. Hodge has included within this volume a presenta- 
tion of the entire scope of nature study in so far as it 
affects the interests of children. The point of view is 
life itself and the text is readable and inspiring. The 
members of the club will find it a valuable book. 

26. The Progress of Eugenics. Dr. C. W. Saleeby. 
255 pp. Funk & Wagnalls Co., New York. 

In 1909, Dr. Saleeby, under the title Parenthood and 
Race Culture, told the story of the eugenic movement up 
to a recent date. He now reviews its progress during the 
past five years, showing incidentally how greatly its con- 
ceptions have been modified by Mendelism. He also 
deals many a shrewd blow at the open opponents of 
eugenics. But he protests quite as vigorously against 
those who seek to identify the science with theories which 
he regards as brutal in spirit, immoral in principle, and 
impossible in practice. Every aspect of the subject is in 
turn dealt with in the animated style which is always at 
Dr. Saleeby's service. 

27. The Coming Generation. Wm. B. Forbush. 340 pp. 
D. Appleton & Co., New York. 

Dr. Forbush presents in this text a wide series of child- 
study discussions. His point of view is that of the sane 
and progressive clergyman who has added to his already 
rich store of knowledge by means of an intensive study 
of child life. The subjects of parenthood and eugenics 
occupy conspicuous places in the book. 

28. Learning and Doing. Edgar J. Swift. 245 pp. The 
Bobbs-Merrill Co., Indianapolis. 

Professor Swift here treats the child problems from the 
point of view of a well-trained scientific student. His 
familiarity with the most modern methods and devices of 



The Larger Book Shelf 171 

education makes this work a valuable one. Functional 
psychology applied to teaching and training is his char- 
acteristic method. 

29. The Development of the Child. Nathan Oppen- 
heim. 292 pp. The Macmillan Co., New York. 

The author of this book shows a familiarity with all the 
phases of child development, but he writes from the point 
of view of the layman and practical man of affairs. He is 
specially interested in the problems of heredity and race 
breeding. 

30. That Boy of Yours. James S. Kirtley. 250 pp. 
George H. Doran Co., New York. 

Some of the virtues of this book are its happy style of 
treatment and its optimism. It discusses all the familiar 
experiences of childhood and youth and offers many useful 
suggestions, such as can be followed by ordinary busy 
parents. 

31. Various free or inexpensive pamphlets may be 
obtained from the following national organizations : 

A. The United States Bureau of Education. Free or 
inexpensive pamphlets on many educational topics. 
Washington, D. C. 

B. The National Child Labor Committee, 105 East 
22d St., New York. 

C. The American Association for Study and Prevention 
of Infant Mortality, 1211 Cathedral St., Baltimore. 

D. The American School Hygiene Association, College 
of the City of New York, New York. 

E. The National Committee for Mental Hygiene, 50 
Union Square, New York City. 

F. The Society of Sanitary and Moral Prophylaxis, 
Tilden Bldg., 105 W. 40th St., New York. 

G. The American Social Hygiene Association (Inc.), 
105 W. 40th St., New York. 



172 Outlines of Child Study 

H. The National Society for the Promotion of Indus- 
trial Education. Room 415, 105 East 22d St., New York 
City. 

I. The National Consumers League, 106 East 19th St., 
New York. 

J. The National Board, Y. W. C. A., 600 Lexington 
Ave., New York, 

K. The American Home Economics Association for 
Home, Institution, and School, Roland Park, Baltimore, 
Md. 

32. American Motherhood, Monthly. $1.00 per year, 
Cooperstown, New York. 



CHAPTER XVII 
THE GENERAL FIELD OF LITERATURE 

For the sake of those who may be fortunate enough to 
have access to the larger libraries there is offered herewith 
a considerable list of valuable books on child welfare. 
Frequent reference is made to these volumes in the topical 
outlines for the program; but these are usually given after 
such a use has been made of some volume in one or the 
other of the two lists given in chapters XV and XVI. 

It is a commendable thing for the members of the child- 
study club to acquire a small library of their own. This 
larger list will offer a wide range of titles in service of that 
purpose. Sometimes the title of the book is misleading 
as to its contents, even though the subject matter may not 
be of an inferior nature. By writing to the publishers the 
member may secure a circular or a specimen copy of the 
table of contents of the book desired, and thus determine 
whether or not it will be suitable for the intended use. 

The General List of References 

33. Education for Social Efficiency. Irving King. 
310 pp. D. Appleton & Co., New York. 

34. Human Behavior. Stephen S. Colvin. 325 pp. 
The Macmillan Co., New York. 

35. Rural Improvement. Frank A. Waugh. 259 pp. 
Orange Judd Co., New York. 

36. The Child's Religious Life. Rev. Wm. G. Koons. 
264 pp. Eaton & Mains, New York. 

173 



174 Outlines of Child Study 

37. Play and Recreation. Henry S. Curtis. 259 pp. 
Ginn & Co., Boston. 

38. The Home-Made Kindergarten. Nora Archibald 
Smith. 117 pp. Houghton, Mifflin Co., Boston. 

39. Psychology as Applied to Education. P. M. 
Magnusson. 338 pp. Silver, Burdett & Co., Boston. 

40. Health and the School. Frances W. Burks, and 
Jesse D. Burks. 366 pp. D. Appleton & Co., New 
York. 

41. Short Talks with Young Mothers. Chas. G. Kerley. 
327 pp. G. P. Putnam's Sons, New York. 

42. Games for the Playground, Home, and School. 
Jessie H. Bancroft. 454 pp. The Macmillan Co., New 
York. 

43. Home Problems from a New Standpoint. Caroline 
L. Hunt. 145 pp. Whitcomb & Barrows, Boston. 

44. Misunderstood Children. Elizabeth Harrison. 168 
pp. Central Publishing Co., Chicago. 

45. Kindergarten and Home. V. M. Hillyer. 152 pp. 
Baker, Taylor Co., N. Y. 

46. Children's Rights. Kate Douglas Wiggin. 235 pp. 
Houghton, Mifflin Co., Boston. 

47. Growth and Education. John Mason Tyler. 270 
pp. Houghton, Mifflin Co., New York. 

48. Some Silent Teachers. Elizabeth Harrison. 187 pp. 
The Sigma Publishing Co., Chicago. 

49. Stories and Story Telling. Edward P. St. John. 
100 pp. The Pilgrim Press, Chicago. 

50. The Century of the Child. Ellen Key. 339 pp. 
G. P. Putnam's Sons, N. Y. 

51. The Modern Mother. Dr. H. Lang Gordon, 270 
pp. R. F. Fenno & Co., N. Y. 

52. Beginnings of Industrial Education. Paul H. 
Hanus. 199 pp. Houghton, Mifflin Co., Boston. 



The General Field of Literature 175 

53. The Spiritual Life. Geo. A. Coe. 276 pp. Eaton 
& Mains, New York. 

54. Child, Home and School. Delia T. Lutes. Arthur 
H. Crist Co., Cooperstown, New York. 

55. The Home School. Ada Wilson Trowbridge. 95 pp 
Houghton, Mifflin Co., New York. 

56. Ethics for Children. Ella Lyman Cabot. 254 pp 
Houghton, Mifflin Co., New York. 

57. Happy School Days. Margaret E. Sangster 
271 pp. Forbes & Co., Chicago. 

58. Girl and Woman. Caroline W. Latimer. 318 pp 
D. Appleton & Co., New York. 

59. Girls and Education. L. B. R. Briggs. 162 pp 
Houghton, Mifflin Co., New York. 

60. Boys, Girls and Manners. Florence Howe Hall 
323 pp. Dana, Estes & Co., Boston. 

61. Talks to Women on Essentials to Success in the 
Business World. Cora Ball Frazier. 116 pp. Palmer- 
Goodman Co., Philadelphia. 

62. A Guide to the Montessori Method. Ellen Yale 
Stevens. 240 pp. Frederick A. Stokes Co., New 
York. 

63. A Montessori Mother. Dorothy Canfield Fisher. 
237 pp. Henry Holt & Co., New York. 

64. The Montessori Method and the American School. 
Florence E. Ward. 235 pp. The Macmillan Co., New 
York. 

65. The Montessori Method. Maria Montessori. 
377 pp. Frederick A. Stokes Co., New York. 

66. Girl Scouts of America. Booklet 25 cents. Evening 
Post, Gary, Ind. 

67. Camp-fire Girls. Geo. H. Doran Co., New York. 

68. Vacation Camping for Girls. Jeannette Marks. 
222 pp. D. Appleton & Co., New York. 



176 Outlines of Child Study 

69. Psychology and Industrial Efficiency. Hugo Miins- 
terburg. 321 pp. Houghton, Mifflin Co., Boston. 

70. Newer Ideals of Peace. Jane Addams. 238 pp. 
The Macmillan Co., New York. 

71. Work and Life. Ira W. Howerth. 269 pp. Sturgis 
& Walton Co., New York. 

72. Vocations for Girls. E. W. Weaver. 200 pp. A. S. 
Barnes Co., New York. 

73. Marriage and the Sex Problem. F. W. Forester. 
225 pp. Frederick A. Stokes Co., New York. 

74. The Unfoldment of Personality. H. Thiselton 
Mark. 219 pp. The University of Chicago Press, Chi- 
cago. 

75. Democracy and Social Ethics. Jane Addams. 
277 pp. The Macmillan Co., New York. 

76. Kindergarten Principles and Practices. Kate 
Douglas Wiggin and Nora Archibald Smith. 205 pp. 
Houghton, Mifflin Co., New York. 

77. On the Training of Parents. Ernest H. Abbott. 
141 pp. Houghton, Mifflin Co., New York. 

78. The American Idea. Lydia K. Commander. 
311 pp. A. S. Barnes & Co., New York. 

80. The Child and His Religion. Geo. E. Dawson. 
120 pp. The University of Chicago Press, Chicago. 

81. Hand-work in the Sunday School, Milton S. 
Littlefield. 157 pp. The Sunday School Times Co., 
Philadelphia. 

82. The Girl in Her Teens. Margaret Slattery. 127 pp. 
The Pilgrims' Press, Boston. 

83. Spiritual Culture and Social Service. Chas. S. 
McFarland. 222 pp. Fleming H. Revell Co., New 
York. 

84. Ethical and Moral Instruction in the Schools. 
Geo. H. Palmer. Houghton, Mifflin Co., New York. 



The General Field of Literature 177 

85. Helps for Ambitious Girls. Wm. Drysdale. 505 pp 
Thomas Y. Crowell & Co., New York. 

86. The People's School. Ruth Mary Weeks. 194 pp 
Houghton, MiflBin Co., New York. 

87. Parenthood and Race Culture. Caleb Wm. Saleeby 
Moffat, Yard & Co., New York. 

88. Women m Industry. Edith Abbott. 390 pp 
D. Appleton & Co., New York. 

89. Opportunities for Vocational Training. 300 pp 
Published by Woman's Municipal League, Boston. 

90. The Problem of Vocational Education. David 
Snedden. Houghton, Mifflin Co., New York. 

91. Health and Happiness. EHza M. Mosher. 203 pp. 
Funk & Wagnalls Co., New York. 

92. The Book of Children's Parties. Mary and Sara 
White. 174 pp. The Century Co., New York. 

93. Handbook of Dress and Childhood. American 
School of Home Economics, Chicago. 

94. The Business of Being a Woman. Ida M. Tarbell. 
242 pp. The Macmillan Co., New York. 

95. Making the Best of Our Children. Mary Wood- 
Allen. 253 pp. A. C. McClurg & Co., Chicago. 

96. Woman in Girlhood, Wifehood, and Motherhood. 
Dr. Solis-Cohen. 418 pp. The John C. Winston Co., 
Chicago. 

97. Physical Nature of the Child. Stuart H. Rowe. 
187 pp. Macmillan Co., New York. 

98. The Place of Industries in Elementary Education. 
Katharme Elizabeth Dopp. 260 pp. University of 
Chicago Press, Chicago. 

99. Story Telling. What to Tell and How to Tell it. 
Edna Lyman. 225 pp. A. C. McClurg & Co., Chicago. 

100. Neighborhood Entertainments. Renee B. Stern. 
288 pp. Sturgis & Walton Co., Chicago. 



178 Outlines of Child IStudy 

101. Mind and Work. Luther H. Gulick. 201 pp. 
Doubleday, Page & Co., New York. 

102. Human EflBciency. Horatio Dresser. 383 pp. 
G. P. Putnam's Sons, New York. 

103. Progress in the Household. Lucy Maynard Sal- 
mon. 198 pp. Houghton, Mifflin Co., New York. 

104. Moral Instruction of Children. Felix Adier. 
270 pp. D. Appleton & Co., New York. 

105. Suggestions for Handwork in School and Home. 
Jane L. Hoxie. 222 pp. Milton Bradley Co., Springfield, 
Mass. 

106. Messages to Mothers. Herman Partsch. 165 pp. 
Paul Elder & Co., New York. 

107. The Delinquent Child and the Home. Sophonisba 
P. Breckinridge and Edith Abbott. 250 pp. The Survey 
Associates, New York. 

108. Stories to Tell. Julia Darrow Cowles. 124 pp. 
A. Flanagan Co., Chicago. 

109. Love and Law in Child Training. Emilie Poulsson. 
235 pp. Milton Bradley Co., Springfield, Mass. 

110. A Mother's Ideals. Andrea Hofer Proudfoot. 
282 pp. A. Flanagan Co., Chicago. 

111. An Introduction to Child Study. W. B. Drum- 
mond. 348 pp. Longmans, Green & Co., New York. 

112. The Child. A Study in the Evolution of Man. 
A. F. Chamberlain. 495 pp. Chas. Scribner's Sons, 
New York. 

113. Increasing Home Efficiency. Martha B. and 
Robert W. Bruere. 318 pp. Macmillan Co., New 
York. 

114. Fireside Child Study. Patterson Du Bois. 159 pp. 
Dodd, Mead & Co., New York. 

115. The Education of Women. Marian Talbot. 252 
pp. University of Chicago Press, Chicago. 



The General Field of Literature 179 

116. Psychology of Childhood. Frederick Tracy. 
216 pp. D. C. Heath & Co., Boston. 

117. Childhood. Mrs. Theodore W. Birney. 254 pp. 
Frederick A. Stokes & Co., New York. 

118. Psychology and Higher Life. Wm. A. McKeever. 
250 pp. A. Flanagan Co., Chicago. 

119. Psychologic Method of Teaching. Wm. A. 
McKeever. 350 pp. A. Flanagan Co., Chicago. 

120. Vocational Education. John M. Gillette. 296 pp. 
American Book Co., New York. 

121. The School in the Home. A. A. Beerle. 210 pp. 
Moflfat, Yard & Co., New York. 

122. Social Development and Education. M. V. 
O'Shea. 550 pp. Houghton, Mifflin Co., Boston. 

123. Study of Child Life. Marian Foster Washburne. 
177 pp. American School of Home Economics, Chicago. 

124. The Spirit of Youth and the City Streets. Jane 
Addams. 162 pp. The Macmillan Co., New York. 

125. True Motherhood. James C. Fernald. 112 pp. 
Funk & Wagnalls Co., New York. 

126. The Care of the Child in Health. Nathan Oppen- 
heim. 300 pp. The Macmillan Company, New York. 

127. Marching Man ward. Frank Orman Beck. 191pp. 
Eaton & Mains, New York. 

128. Boy Training. Edited by John L. Alexander. 
198 pp. Association Press, New York. 

129. Moral Training in the School and Home. E. 
Hershey Sneath and Geo. Hodges. 217 pp. The Mac- 
millan Co., New York. 

130. Self Mastery of Men and Nations. Albion E. 
Smith. Methodist Book Concern, Cincinnati. 

131. Vocations for Girls. Mary A. Laselle and Kath- 
arine E. Wiley. 132 pp. Houghton, Mifflin Co., Boston. 

132. The Rural School, Its Methods and Management. 



180 Outlines of Child Study 

Horace M. Cutler and Julia M. Stone. 364 pp. Silver, 
Burdett & Co., Boston. 

133. Child Problems. Geo. B. Mangold. 374 pp. The 
Macmillan Co., New York, 

134. Guide to Sex Instruction. T. W. Shannon. 265 
pp. The S. A. Mullikin Co., Marietta, Ohio. 

135. Better Babies and Their Care. Anna S. Richard- 
son. 237 pp. Frederick A. Stokes Co., New York. 

136. From Youth into Manhood. Winfield S. Hall. 
105 pp. Young Men's Christian Association Press, New 
York. 

137. Moral Principles in Education. John Dewey. 
58 pp. Houghton, Mifflin Co., Boston. 

138. Studies in Child Development. Julia C. Hallam. 
281 pp. Row, Peterson & Co., Chicago. 

139. Educational Resources of Village and Rural 
Communities. Joseph K. Hart. 274 pp. The Macmillan 
Co., New York. 

140. The New Housekeeping. Christine Frederick. 
256 pp. Doubleday, Page & Co., New York. 

141. The Pupil and the Teacher. Luther A. Weigle. 
217 pp. Geo. H. Doran Co., N. Y. 

142. The Teens and the Rural Sunday School. John L. 
Alexander. 148 pp. Association Press, New York. 

143. The Sunday Kindergarten. Carrie S. Ferris. 
270 pp. The University of Chicago Press, Chicago, 111. 

144. Some Great Stories and How to Tell Them. 
Richard T. Wyche. 178 pp. Newson & Co., New 
York. 

145. Women's Health and How to Take Care of it. 
Florence Stackpoole. 158 pp. William R. Jenkins Co., 
New York. 

146. Woman and Social Progress. Scott Nearing and 
Nellie Nearing. 280 pp. The Macmillan Co., New York. 



The General Field of Literature 181 

147. Folk Festivals. Mary M. Needham. 238 pp. 
B. W. Huebsch, New York. 

148. Personal Hygiene and Physical Training for 
Women. Anna M. Galbraith. 352 pp. W. B. Saunders 
Co., Philadelphia. 

149. Psychology, General and Applied. Hugo Miins- 
terberg. 470 pp. D. Appleton & Co., New York. 

150. Parents and Their Problems. Mary Harmon 
Weeks and Others. Eight volumes. 300 pp. each. 
National Congress of Mothers, Washington, D. C. 

151. Young Folks' Hand Book and many other Publica- 
tions. Wm. B. Forbush, Editor. The American Institute 
of Child Life, Philadelphia. 

152. The Woman Citizen's Library. Shailer Mathews, 
Editor. Twelve volumes, 250 pp. each. The Civics 
Society, Chicago. 

153. Foundation Stones. Estelle Avery Sharpe. Three 
volumes, 360 pp. each. The Howard-Severance Co., 
Chicago. 

154. The Uplift Book of Child Culture. O. W. Marden, 
Ben Lindsey, E. W. Weaver and Others. 425 pp. Uplift 
Publishing Co., Philadelphia. 

155. The Bible for Home and School. Shailer Mathews, 
Editor. Twelve volumes, 215 pp. each. The Macmillan 
Co., New York. 

156. Boys' and Girls' Bookshelf. Ten volumes, each 
400 pp. More than 100 contributors. The University 
Society, New York. 



T 



HE following pages contain advertisements 
of Macmillan books by the same author 



BY THE SAME AUTHOR 



The Industrial Training of the Girl 

By WILLIAM A. McKEEVER 

Decorated cloth, 12mo, illtistrated, 50 cents net; postage extra 

"Ordinary work and industry are the foundation stones of 
well-poised womanhood." With this statement as his starting 
point, Dr. McKeever discusses the training of the girl from kinder- 
garten to college. His purpose is to construct a plan for the ideal 
career of woman, whether that career is to be followed in the home 
or in the world of business. As in his previous volumes, there 
is in this book a wealth of practical information expressed in 
concise and usable form. Among the topics discussed are: — The 
Small Beginnings — The Kindergarten Training — Attending the 
Public School — Home and School Co-operation — The High- 
School Girl — Sending the Daughter to College. 

Industrial Training of the Boy 

Decorated cloth, 12mo, illustrated, 60 cents net; postage extra 

"Parents will find here many excellent suggestions for the ap- 
portionment of the work and play of children of all ages and for 
the kinds of work to be used for the individual training of boys 
of different temperaments." — Congregationalist. 

"On every page the author proves himself master of his sub- 
ject.' ' — Watchman-Examiner. 

"It discusses frankly, courageously, and wisely the whole sub- 
ject of efficiency in fitting boys for efficiency in the life they may 
lead if at their best." — Journal of Education, Boston. 

"A timely and thoroughly pedagogical and scientific work. . . . 
Sound wisdom, born of ripe and serious experience ... is in- 
valuable. ' ' — Churchman . 

"It wiU help you to work out a great many things and prob- 
lems that you now find yourself up against in regard to your 
boys." — Ohio Farmer. 



THE MACMILLAN COMPANY 

Publishers 64-66 Fifth Avenue New York 



Training the Girl 



WILLIAM A. McKEEVER 

Professor of Child Welfare in the University of Kansas ; Professor 
of Philosophy, Kansas State Agricultural College, 1900-1913 

Decorated cloth, i2mo, illustrated, $i.j;o net ; postage extra 

This volume is the third in a series illustrating the author's " whole- 
life plan" of child training. Here Dr. McKeever provides a whole- 
some, practical, and inspiring treatise, touching every phase of the 
growing girl's life. From beginning to end it is rich in methods, de- 
vices, materials, and suggestions such as can be used by any parent or 
teacher. The author's varied experience as student and teacher of psy- 
chology, as public lecturer and writer in the entire field of childhood, 
and as an enthusiastic believer in the latest possibilities of the common 
child, are all clearly reflected in the work. Among the heads in the 
table of contents are the following: The Kindergarten Training, At- 
tending the Public School, Home and School Cooperation, The High- 
School Girl, Sending the Daughter to College, Teaching the Girl to 
Play, The School Girl's Vacation, The Psychology of a Girl's Clothing, 
The Campfire Girls, The New Vocational Ideal, Training Schools for 
Girls, Occupations for Women, Service and the Source of Life, The 
Early Service Development, The Girl's Religious Training, Serving the 
Common Weal, The Attainment of Peace and Poise. 



"A book of wide scope, offering advice designed to meet every 
phase of a girl's varied temperamental tendencies from childhood to 
womanhood. The author's ideas are well founded, while the methods 
he offers are based on sound psychology, rather than beautiful but 
vague and indefinite theories." — The Continent. 

"A practical and inspiring treatise covering every phase of the 
growing girl's life. From beginning to end the book is rich in meth- 
ods, devices, materials, and suggestions such as can be used by any 
parent and teacher." — Philadelphia North American. 



THE MACMILLAN COMPANY 

Publishers 64-66 Fifth Avenue New York 



BY TEE SAME AUTHOR 



Training the Boy 

Decorated cloth, 368 pp., 40 illustrations, $1.^0 net; postage extra 
Comments on." Training the Boy " 

" There is scarcely a phase of boy life which is overlooked, and those who are 
responsible for boys will find suggestion, information, and guidance which 
will be valuable." — Boston Watchman. 

" This is a large, attractive volume, which goes thoroughly into the question 
of training boys, the best way to do it, the best results to be had in such train- 
ing, and how to get these results. The work as a whole is admirable, sym- 
pathetic, and so thorough that there ought not to be any doubt as to its value 
and the excellence of its results when its inculcations are fairly carried out." 
— Salt Lake City Tribune. 

" It has been said that Professor McKeever knows more about American 
boys than any other ' boy fancier ' in the country. Certainly he demon- 
strates, at least, that he belongs in the class of those who have much definite 
and widely gleaned information about the rearing of boys. His new book 
is crammed with information about boys and pictures of them at their work 
and play." — Columbus (Ohio) Journal. 

" ' Training the Boy ' is a book for all parents. It may be described as an 
expert attempt to apply to the problem of making boys into worthy citizens, 
the general principles of the famous Montessori method. It is not a fine- 
spun tissue of theory, but a practical discussion based upon common sense 
and wide experience." — Minneapolis (MiNN.) Journal. 
" The training of the boy from early babyhood through marriage and father- 
hood is exhaustively treated by Mr. McKeever in this book. Strong com- 
mon sense and sympathetic interest with the small boy are marked charac- 
teristics." — New York City Club- Woman. 

"Fathers and mothers will find this work of great value in the .training of 
their sons, for from start to finish the book is entirely unprejudiced, broad, 
sane, and suggestive. It is practically a compendium on the needs of the 
growing boy, from infancy to manhood." — New Orleans Picayune. 
" This is a crowded book, analyzing the boy and his needs, and what ought 
to be done for him, marvelously well. To review this book would be simply 
to write it over. I prefer simply to say to my readers : Here is a volume of 
wit and wisdom and timeliness." — Chicago Unity. 

" A splendid, wholesome book which should be in the hands of every parent. 
It deals in an intelligent, vigorous way with that topic of vital social interest, 
the conservation of manhood," — Cleveland Plain Dealer. 



THE MACMILLAN COMPANY 

FubliBhers 64-66 Fifth Avenue Kew York 



BY THE SAME AUTHOR 



Farm Boys and Girls 

Decorated cloth, i2mo, ;j2§ pp., 40 illustrations , $1.50 net ; postage extra 

Comments on ' ' Farm Boys and Girls ' ' 

" From the point of view of life, it is the most notable and useful contribu- 
tion ever made to agricultural literature." — De Witt C. Wing, Associate 
Editor The Breeder's Gazette, Chicago. 

" Professor McKeever in this volume produced a book which is an honoi 
to himself and his college. The simplicity of the language almost blinds 
the reader to the immense amount of research necessary to the production 
of the book." — Christian Work. 

" Professor McKeever's ' Farm Boys and Girls ' is a delightful as well as a 
scientific study of that always absorbing subject, the young person. It has 
appeared at the psychological moment and is a monument worthy of per- 
petuating his name if he had done nothing else. It is a practical book and 
we most earnestly recommend it to every farm father and mother, every 
rtu'al preacher and country school teacher." — Kinsley (Kansas) Graphic. 

" There are 10,000,000 boys and girls enrolled in the rural schools of this 
country, and here is one of the finest books that could be placed in the 
hands of the parents and friends of these children. In this work, Professor 
McKeever is doing something of the highest value. He is an able running 
mate of President Butterfield. To such men this land is gieatly indebted 
for their wholesome and inspiring work for the betterment of rural condi- 
tions." — New England Journal of Education. 

" This book is worthy of a place alongside the family Bible in every farm 
home. It is dedicated to the service of ten million boys and girls who are 
enrolled in the rural schools of America. It should be read by every one 
of them, and it should be read and re-read by the parent of every child." 
— Kansas Farmer. 

" The book should be read by all those who are interested in social and 
economic questions." — Guardian, Manchester, England. 

" Professor McKeever's book is a serious study of the problem of boys and 
girls in the country, and how it may be solved. It is really a Manual of Prin- 
ciples and Methods for Improving the Conditions of Life in Farming Com- 
munities. If adopted, country life would be made larger, fuller, happier, 
and more blessed." — Living Church, Milwaukee, Wis. 



THE MACMILLAN COMPANY 

Publishers 64-66 Fifth Avenue New York 



LIBRARY OF CONGRESS 

019 820 304 A 



